What you design is not what you get (WYDINWYG): Cognitive, affective, and social impacts of learning with ils - An integration of findings from six-years of qualitative and quantitative studies

Research output: Contribution to journalArticlepeer-review

Abstract

Despite the wide application of ILSs in schools today, little research is available to inform us of their actual effects on teaching and learning and to guide us how to design an optimal ILS environment. This chapter integrates results of six years of qualitative/naturalistic and quantitative studies of arithmetic practice in four ILSs (two in the U.S. and two in Israel), in order to provide us with this important information. These studies examined a variety of cognitive, behavioral, sociological, affective, and instructional issues identified in the ILS work of students and their teachers, and the effects of a variety of ILS design issues related to hardware, software, and method of operation on students' and teachers' behavior in the ILS environment.

Original languageEnglish
Pages (from-to)81-111
Number of pages31
JournalInternational Journal of Educational Research
Volume21
Issue number1
DOIs
StatePublished - 1994

Fingerprint

Dive into the research topics of 'What you design is not what you get (WYDINWYG): Cognitive, affective, and social impacts of learning with ils - An integration of findings from six-years of qualitative and quantitative studies'. Together they form a unique fingerprint.

Cite this