Instructional Motivation and Response According to Cognitive Style after Application of Computer Assisted Instruction(CAI) for College Student Nurses

Sung, Myung Sook; Lee, Jung In; Ro, Seung Ok

Abstract

PURPOSE: This study was done to identity the degree of instructional motivation and response after application of CAI in the student nurses' fundamental nursing course. METHOD: The subjects of this study were 77 student nurses and the data was collected from October, 7th to 17th in 1997. The examination sheet for cognitive style and a questionnaire to evaluate the degree of instructional motivation were used to collect data. RESULT: 1) It was found that the degree of instructional motivation of the learner was higher in the CAI class.(134.23/170) 2) After CAI, the learners expressed relatively higher satisfaction in understanding, interest, degree of difficulty, number of problems, icons, and extra information. 3) It was found that 53 learners(68.8%) were field independent-cognitive learners and 24 learners(31.2%) were field dependent-cognitive learners. 4) Among the instructional responses according to the cognitive behavior of the learner after CAI, there were significant differences in reasons for understanding the computer program, interest in the computer program class, and the number of students assigned to each computer. 5) There were no significant difference between cognitive style and instructional motivation.
CONCLUSION
The CAI effect for nursing students fundamental nursing course have been positive evaluated. CAI in nursing education is becoming very available and needs to develop effective CAI and use not only fundamental nursing course but also another nursing education programs.