Evaluation of a computer-based instructional package about eating disorders

This study examined the effect of a computer-based instruction package on college students’ knowledge about eating disorders, and how level of active participation during instruction influenced learning and satisfaction. Interactivity (the amount the participant actively responded to the computer-based instructional program) varied in three conditions: 0%, 50%, and 100%. Overall, the instructional package increased knowledge about eating disorders, and the 100% condition resulted in worse performance than 0% or 50% condition, and the 50% interactivity condition was worse than 0%. Participants in the interactive conditions reported being less satisfied with aspects of the instruction. The effects of interactivity, a unique aspect of computer-based instruction, are not as simple and direct as might be expected.