Accession Number : ADA309210

Title :   A Comparison of Simultaneous Versus Sequential Use of Interactive Video Instruction and Cooperative Learning: Effects on Achievement, Amount of Invested Mental Effort, and Attitudes.

Descriptive Note : Doctoral thesis,

Corporate Author : AIR FORCE INST OF TECH WRIGHT-PATTERSON AFB OH

Personal Author(s) : Supinsky, Stanley B.

PDF Url : ADA309210

Report Date : DEC 1995

Pagination or Media Count : 144

Abstract : This purpose of this study was to compare two instructional strategies using cooperative learning and interactive video instruction, and to measure the effect of these strategies on achievement, amount of invested mental effort, and attitudes. In the individualized video treatment, subjects worked on an interactive video lesson on the German language, then participated in a cooperative learning session. In the cooperative interactive video treatment, subjects worked together with the interactive video for the entire instructional session. The study was conducted during 10 instructional sessions spanning five weeks. Eighty-nine college freshman and sophomores were randomly assigned to the treatment groups. Achievement was measured by performance on three written dialogues constructed by cooperative groups during three of the 10 sessions, and by a posttest on German language listening, writing, and translating skills. Performance on the dialogues was assessed by a type (number of different words used) and token (number of words) analysis. Amount of invested mental effort was measured with a post-study questionnaire. Attitudes were measured with a post-study questionnaire and an opinion survey. Wilcoxon tests on the types and tokens in the dialogues, and t-tests on the posttest scores, revealed no significant differences between the treatments on achievement. Tests showed no differences between the treatments on the amount of invested mental effort, and attitudes toward interactive video instruction and language learning. The cooperative interactive video treatment showed significantly higher attitudes toward cooperative learning, which was contrary to the pre-experimental hypothesis.

Descriptors :   *ATTITUDES(PSYCHOLOGY), *PROGRAMMED INSTRUCTION, *CONDITIONING(LEARNING), INFORMATION EXCHANGE, SKILLS, SOCIAL COMMUNICATION, PERFORMANCE(HUMAN), COMPARISON, COGNITION, MEMORY(PSYCHOLOGY), REASONING, INSTRUCTIONAL MATERIALS, THESES, PROBLEM SOLVING, WORDS(LANGUAGE), COURSES(EDUCATION), VOCABULARY, COMPUTER AIDED INSTRUCTION, VIDEO SIGNALS, MENTAL ABILITY, GERMAN LANGUAGE, PERCEPTION(PSYCHOLOGY), APTITUDE TESTS, INDIVIDUALIZED TRAINING, FATIGUE(PHYSIOLOGY), VERBAL BEHAVIOR, TRANSFER OF TRAINING.

Subject Categories : Psychology
      Humanities and History

Distribution Statement : APPROVED FOR PUBLIC RELEASE