The Application of Algorithms to Instructional Design.

The opening section of this paper discusses these issues and attempts to define what algorithmic prescriptions have to offer for the instructor. Next, the question of effectiveness and efficiency is examined in two experiments. The first study provides preliminary data regarding the form of algorithm and the presentation modes to be used. The second study asks 77 undergraduate volunteers to master and utilize one of three forms of an algorithm: a prose discourse, a flowchart procedure, or a mastery-inducing flowchart technique. Also examined in a factorial design was the effect of the presence or absence of the algorithm in subsequent problem solving and the learners' ability to retain the algorithmic content over a period of time. The results provided very strong data for the overall effectiveness of algorithms, showing from 52% to over 80% accuracy following an average of only 15 minutes of instruction and practice. Surprisingly, almost no decrement (only 1%) in performance was observed across groups after a one-week delay. Although scores were high after the algorithm representation was withheld, subjects did better when allowed to continue using it. In general, the prose and flowchart representations were equally effective, with the mastery-flowchart group performing significantly worse. The flowchart group alone was much more efficient than the other groups.