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The effects of variations in lesson control and practice on learning from interactive video

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Abstract

The purpose of this study was to examine the effects of variations in lesson control and practice on the learning of facts, procedures, and problem-solving skills during interactive video instruction. Subjects were volunteers from graduate and advanced level undergraduate college classes. The instructional content was a 30-minute videotape. “Project Lifesaver,” which was designed to introduce cardiopulmonary resuscitation [CPR]. Students were randomly assigned to one of three instructional control groups: designer control, learner control, and linear control. A posttest was administered to assess learning of facts, procedures, and problem-solving skills. The results indicated that there were [1] significant differences between practiced and non-practiced information; [2] significant differences on posttest scores among various lesson control groups; and [3] a significant interaction between practice and type of learning.

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Authors and Affiliations

  1. the Center for Research and Development in Education Computing, The Pennsylvania State University, 16802, University Park, PA

    Michael J. Hannafin

  2. Instructional Designer at ISC Educational Systems, Inc., 17604, Lancaster, PA

    Mary Anne E. Colamaio

Authors
  1. Michael J. Hannafin
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  2. Mary Anne E. Colamaio
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Hannafin, M.J., Colamaio, M.A.E. The effects of variations in lesson control and practice on learning from interactive video. ECTJ 35, 203–212 (1987). https://doi.org/10.1007/BF02766965

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