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ERIC Number: ED362203
Record Type: Non-Journal
Publication Date: 1993-Jan
Pages: 18
Abstractor: N/A
Reference Count: N/A
Varying the Narration Presentation Format and On-Screen Character-Narrator Relationship in an Instructional Science Film.
Sherman, Greg
This study examined how learning, attitudes, and mental efforts are affected by changing the verbal information presentation format and relationship between the narrator and on-screen character in a junior high school-level science film. Twenty seventh-grade science classes (N=441) were randomly assigned to one of five treatment groups. Each class viewed a 16-minute film about a girl their own age designing and carrying out an experiment with plants. The visual channel remained the same for each group, but the narration was changed to create versions with an adult or teen narrator presenting the information in story or direction format. Altering the age and presentation format of the narrator also changed the relationship between the narrator and on-screen character. Recall and comprehension of information were measured along with self-reported amount of invested mental effort, interest, and confidence in doing plant experiments. Results indicated students learned more when the information was presented in a story format, especially when the narrator was their own age. Females indicated a higher level of interest in the film and confidence in doing plant experiments. A gender narrator "age" interaction for amount of invested mental effort was observed. Various ideas are advanced for explaining posttest results and survey data, including the effects of peer role models and dual code information processing. Implications for future instructional film research are discussed. Four tables and graphs are appended. (Contains 11 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A