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ERIC Number: ED308828
Record Type: Non-Journal
Publication Date: 1989-Feb
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Perceived Attitudinal Effects of Various Types of Learner Control in an Interactive Video Lesson.
Milheim, William D.
Student attitudes were investigated in an attempt to determine systematic attitudinal differences among various types of instructional control. Ninety-nine undergraduate students from a basic educational media course volunteered for this study. Six interactive video lessons--covering basic technical aspects of 35 millimeter photography--were designed; they combined visuals and sound from the videodisc and text from the computer. The design of these materials allowed for either program or learner control of pacing, as well as program or learner control of sequence, thereby establishing four treatment groups: learner control of pacing and sequence; learner control of pacing/program control of sequence; program control of pacing/learner control of sequence; and program control of pacing and sequence. The attitudinal instrument--composed of nine Likert-scale items and an open-ended question asking for additional comments about the instructional program--was given to all subjects. In general, attitudes toward learner control revealed in this study support earlier research and demonstrate positive effects for both types of learner control and no change as compared to program control. Student attitudes toward the use of interactive video systems were consistently high across all groups, with students giving high ratings to the use of videodisc and generally to the text from the computer. This support was reflected both in the Likert items and the open-ended question. However, there were no statistical differences between the different types of instructional control for the interactive video system. (19 references) (CGD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A