INSTRUCTIONAL SOFTWARE

Instructional software is a kind of computer programmes that enable students to

learn new content, practice using the content learned or serve as an evaluation tool on
students’ understanding of the contents. Apart from that, it also allows both teacher and
students to demonstrate the concepts, do simulations and record as well as data
analysis.

There are eight types of instructional software according to its taxonomy which
are applications, drill-and-practice, tutorials, simulation, instructional games,
problem-solving, multimedia and teacher utilities. In this article, we will focus on
instructional games and problem solving.

a) Instructional games

Instructional games refer to courseware which is designed to motivate learning

by adding games rules or instructions to learning activities. By doing this, it will make
learning fun and adding a sense of competition. According to research studies done by
Kromhout & Butzin (1993) and Kulik (1994), they found that learning time is reduced
and mastery is increased for students who use multimedia instructional programmes in
subjects ranging from language arts to science. Besides, it is proven that students
exhibit greater motivation and enjoyment when they use such software.

The rationale for using instructional games is that it offers a mean for
understanding motivation and learning in a holistic way. Other than that, technology
provides many routes to serious play. This gives a meaning that the students are not
only use them merely for entertainment, but as well as for their learning.

There are some examples of instructional games such as The Patch Worker,
HMS Sweet Tooth, and Code Calling (Motladi S E Makwela). These games are useful
for language learning. For instance, in The Patch Worker, students are required to
arrange the words to make a proper sentence. Indirectly, this can be related to
Cognitivism learning theory whereby the students need to use their cognitive skills to
create a sentence by using the words given. When students finished arranging the
words, they can check whether they have made a correct sentence or not. This can be
regarded as immediate feedback as mentioned in Behaviorism theory. Immediate
feedback is vital as they can motivate learning thus make the students to form the
habits of correct language use.

b) Problem solving

Problem solving software on the other hand is content-free or content-based

programme that emphasizes on critical thinking, analysis, logic and reasoning
through a set of data and problematic event. In other words, it stresses on critical
thinking skills by the user, rather than a specific academic discipline. It also enables
pupils to practise solving various kinds of content problems (Doaring & Valetsianos,
2007). There are many components covered for problem solving such as metacognition,
observing, recalling information, sequencing, analysing, finding and organising
information and many more. Problem solving software focuses on two main approaches
which are content-area skills and content-free skills. Content-area skills focus on the
subject learns like Mathematics and Science. On the other hand, content-free skills are
a general problem solving.

Problem solving software can develop students’ interest and motivation in

solving problems. Thus, they will become active participants and spontaneous problem
solvers. Furthermore, it also promotes cooperation through group work activities. This
will encourage them to exchange their thoughts in order to solve the problems. Apart
from that, students can apply their knowledge and skills in more meaningful ways. This
is because; they use their knowledge in order to solve the problem. At the same time,
while engaging with the problem solving activity, students will discover the concept
themselves. According to constructivist, learning will be found motivating when students
are actively engaging in discovering the knowledge.

Concerning on the integration of problem solving software in teaching, a teacher

should identify the appropriate instructional needs. First, this software can be used to
teach component skills in problem solving strategies. For example, identifying and
following a logical sequence and identifying relevant information to solve problems.
Next, it can also provide support in solving problem as for instance, the software give
simulation of the problems like diagram, pictures and so on. Lastly, it also can
encourage group problem solving. Since one of the purposes of this software is to
encourage cooperative learning, it provides environment where pupils can solve
problems in small groups like wiki software.

Problem solving software is designed for more Constructivist approaches to

learning. In order to engage students with activity that offers them to construct their
knowledge, a teacher can use some guidelines according to Constructivist model. First,
a teacher should provide students with instruction or task before allowing them to
explore with the software. For doing this, teacher should give ample time to the students
for sharing and discussing result. Secondly, a teacher should also facilitate them with
appropriate assistance depending on the students’ need. Thirdly, a teacher should
encourage the students to reflect on the method that they used in solving problems.
Next, a teacher should not focus on correctness but emphasizing on thinking process in
solving the problems. Most importantly, a teacher should allow students to work
cooperatively whether in pairs or in groups. In order to assess the effectiveness of this
software in helping students to solve problems, a teacher may use traditional paper and
pencil test.

Conclusion

To conclude, instructional software like instructional game and problem solving

are very useful for teaching and learning purposes. It is not only maximise learning
process but also enables students to understand in meaningful way. Without the
integration of instructional software in teaching and learning, the environment will
become dull and boring. However, a teacher should be wise in integrating the software.
In doing this, teacher should select good instructional games and problem solving that
suit to the content and pedagogical curriculum. Thus, the learning process will benefit
students as well as the teachers.
REFERENCES

Book

D.R, Margaret & H.D, Aaron Farris, (2010). Integrating Educational Technology into
Teaching. United States of America. Pearson Education, Inc.

Websites

BBC . The Patchworker – Game. Retrieved January 26, 2010, from

http://www.bbc.co.uk/schools/magickey/adventures/patch_game.shtml

Dr. S. Alaa. (2008). Types of Instructional Software. Retrieved January 26, 2010, from

http://www.slideshare.net/alaasadik/types-of-instructional-software-presentation

S.E.M, Mokladi. The Use of Instructional Games during Teaching and Learning.
Retrieved January 26, 2010, from
http://www.school.za/conference/CD/45/instructional_games.ppt
Search for the following concepts in integrating technology into teaching. produce an
article for an academic journal on the concepts. then upload the article in scribd and
embed in your group page. be creative

faezahasmi: connect to learning theories. what are they? How can you use the software
support tools in your classroom?