Preferences and learner control over amount of instruction
This study examined the effects of assigning high school students to a computer-delivered geometry program that either matched or did not match their preferred amount of instruction as measured by a preprogram questionnaire. Students could adjust their program length by adding screens in a lean version of the program or by bypassing them in a full version. Matching students with their preferred program length did not produce improved posttest achievement and was particularly ineffective with students who preferred a low amount of instruction. The full version of the program was somewhat more effective than the lean version, primarily because of the better performance of low-preference students in the full version (mismatched) than in the lean one (matched).
Journal of Educational Psychology
Hannafin, Robert D. and Sullivan, H. J., "Preferences and learner control over amount of instruction" (1996). School of Education and Human Development Faculty Publications. 104.
Hannafin, R. D. & Sullivan, H. J. (1996). Preferences and learner control over amount of instruction. Journal of Educational Psychology, 88(1), 162-173. DOI: 10.1037/0022-06184.108.40.206