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Computer-Assisted Learning (CAL) (sometimes -Aided) The teaching material was organized in a more branched way than in the earlier CAIs based on Crowder's theories (Gazzaniga & Scarafiotti 1997). The
results of tests for measuring the learning level could determine what teaching material to present next.
- The teaching path was branched, depending on the results of the test
- The communication style was monodirectional (from the computer to the student) and imperative (again)
- Individuality was determined by the learning path and time spent learning.
- Useful for training and recovery of knowledge.
- Most severe criticism: difficulty to predict student reactions and risk of failing the aim of individuality.
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