Browse Theses

This investigation studied the effects of providing a learner-controlled text lookback option on the comprehension of computer-based lesson materials. Each of eighty undergraduate students were randomly assigned to one of two treatment groups. Each group received an identical core lesson on capillary dynamics and frequent prompts to engage in cognitive monitoring activities in order to facilitate detection of comprehension failure. Subjects in the experimental treatment group received an option to look back to previous lesson screens, and were specifically encouraged to do so immediately after each cognitive monitoring prompt. Subjects assigned to the control group were not able to review lesson screens at any time.

Subjects who received the lookback option demonstrated greater lesson comprehension and a more positive attitude toward the computer-based lesson than subjects who did not receive lookbacks. Subjects in the lookback group also spent a significantly greater amount of time on task than subjects in the control group, although learning efficiency was nearly equal for both groups. Within the experimental group, lookback use was associated with better comprehension and somewhat better retention of lesson concepts which were specifically reviewed during lookbacks.

The effectiveness of text lookbacks in enhancing lesson comprehension appeared to rely, to some extent, on the manner in which lookbacks were used. A trend was noted in which a greater use of "between concepts" lookbacks was associated with higher achievement scores, while subjects who relied more on "within concepts" lookbacks tended to score at lower levels on achievement posttests. The use of lookbacks at the conclusion of the lesson to engage in self-checking behaviors also appeared to enhance lesson comprehension.

In summary, the provision of student-initiated text lookbacks resulted in better comprehension of lesson materials and more favorable attitudes toward the computer-based lesson. The effectiveness of text lookbacks as a learning strategy appeared to depend on the manner in which the lookbacks were used. Cognitive monitoring and encouragement statements were highly effective in motivating subjects to make use of the lookback option and should be further investigated as possible design features in computer-based instruction.