The objective measurement of cognitive and affective dimensions of computer-assisted instruction in an introduction to computer science curriculum

Although the use of computer-assisted instruction (CAI) has markedly increased over the past several years, the majority of reports concerning its efficacy are primarily anecdotal in nature. Few published studies have employed quantitative measures of pedagogical outcomes and of student acceptance. This paper presents the methodology of a one year investigation, involving approximately 60 students, which compares primarily traditional, primarily Web-based and combined modalities of learning within an introductory computer science course for undergraduate nonmajors.