CAl is a ubiquitous feature in various education fields throughout the world. One of the most used CAl mode is drill - and-practice. Among the most popular approaches in designing drill and practice type of CAl, is the flashcard- like approach. Especially for tasks which require memorization, conventional flashcard approach has been recommended by many school teachers and field researchers. But little effort has been paid to investigate the effectiveness and efficiency of flashcard approach in CAl. This research is an attempt to explore ways of improving effectiveness of flashcard – like CAl by clarifying the effects of the two fundamental variables: item elimination and choice span. The main objectives of the research were: 1. to identify effects of item elimination In memorizing factual information in the drill and practice type of CAl. 2. to identify optimal range of the choice span in designing drill and practice type of CAl, and 3. to validate and improve information processing theory in explaining memorization of factual information through CAl. Based on the information processing theory of human learning it was hypothesized that the item elimination would have positive effects on memorizing facutal information through CAl. It was also hypothesized that if the choice span expands, effectiveness of memorizing factual information in CAl would decrease. To test effects of item elimination and to find optimal range of choice span in the drill and practice type of CAl, a CRF2.2 experiment with 68 undergraduate students was conducted. For the experiment, four separate computer programs, each of which reflected a different experimental condition, were developed. Dependent variables of this experiment were the achievement scores on the post- and retention tests. The result showed that throughout the post- and retention tests there was no significant main effect on item elimination. However, a significant main effect was observed on the range of choice span (posttest: F(1,66)=10.99, P<.01, MSe=91.85, retention test: F(1,66)= 16.58, P<001, MSe=127.91). Also, there was a significant interaction effect across the two independent variables (posttest: F(1,66)=8.68, P<.01, MSe=91.85, retention test: F(1,66)=9.17, P<.0l, MSe=127.91). The temporary conclusions of the study indicated that: 1. the effect of item elimination will be maximized if the elimination is designed to function after the study material being overlearned. 2. academic achievement in memorization will be maximized In the minimum range of choice span. 3. in the process of explaining the effect of choice span, it is suggested that the conceptual model of information processing theory be moderately modified.