Effect Of Integrating Computer Integrated Instruction For...

The effect of incorporating computer integrated instruction for students with disabilities was analyzed through three different articles. In the first article Games for Engaged Learning of Middle School Children, the study focused on middle school students playing pre-algebra games and the outcome of their learning. There were three different games introduced to the students and the study found that the students were engaged, working together, and competitive. Part of the study tracked the students weekly progress reports of school performance and knowledge tests on the game related math content. The downfall of the study was that the students were not able to verbalize the skills they were working on or learning in the games, only the†¦show more content†¦Progress was made for the student with the number of problems wrong but it varied over the study. The second study focused on the results when teacher instructed is coupled with a tutorial- based computer integrated activity. The activity on the computer required the student to remove stimulus elements after saying saying it aloud or to himself. This also viewed and charted the results with 20 random multiplication problems. The results of the study showed that the process made from the first study with just the computer instruction, the student didn t retain the information. However, when paired with the teacher instruction the second study showed much improvement in the mistakes made when solving the 20 multiplication problems and the student still retained the information a month after the study. The third article focused on a study that evaluated students with ADHD after incorporating computer integrated instruction to help with the deficit areas. This study focused on three different students that had learning disabilities and was diagnosed with ADHD. The students were allowed to use computer games to supplement math instruction throughout the week. Two of the students used the comput er for 10-15 min three times per week while the other student only used it twice a week for 15 minutes. All of the students showed an increase in digits correct per minute from baseline to intervention. One of the