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ERIC Number: ED310735
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
The Effects of Interactive Video on Cognitive Achievement and Attitude toward Learning.
Soled, Suzanne Wegener; And Others
The purpose of this experimental study was to determine the effects of interactive video versus traditional lecture on cognitive learning and affective behaviors of undergraduate nursing students. It was hypothesized that there would be no significant differences in the cognitive achievement scores of students taught by an interactive videodisk program as compared to those of students taught by a traditional lecture method, but that statistically significant differences would be obtained between the two groups of students in their attitude toward learning. Eighty-three third-year nursing students at a major urban university were the subjects for the study. The topic of health assessment of the patient with diabetes was taught during one week of a nursing course. Students in the control group attended traditional lectures and those in the experimental group learned about the same topic using an interactive videodisk. Both groups read the same readings. A pretest posttest design was used, and control and experimental groups were compared on each of two dependent variables--cognitive achievement and attitude toward learning. The achievement measure was based on content and objectives of the learning unit and selection of test items was made by experienced nursing faculty. Attitude was measured using the Attitude Toward CAI (Computer-Assisted Instruction) Semantic Differential Tool. Both hypotheses were confirmed. While no significant differences in cognitive achievement between the two groups was found, a statistically significant difference between the two groups on their attitude toward learning was found, reflecting research indicating that students respond favorably to interactive video technology. (GL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A