Students using an annotated interactive videodisc of a film outperformed students who saw the same film on videotape with a lecture, in retention and recall of information¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1985 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In one comparison at the McKay Institute, the video-disc group outperformed the video-tape group in ability to retain information and recall facts, with statistical significance exceeding the 0.01 level of confidence; the report's description of this as "almost two full standard deviations" does not agree with its own parenthetical figure (S.D. difference .192), so the size of the gap is unclear. → Gale 1985

Evidence¶

Gale 1985¶

Gale, Larrie E.; Brown, Bruce L. (1985). A Theory of Learning and Skill-Acquisition Applied to Interactive Video: Activities at the David O. McKay Institute, Brigham Young University. In Gillespie, Junetta B., Ed. Video and Second Language Learning. Urbana, Language Learning Laboratory, University of Illinois at Urbana-Champaign. https://eric.ed.gov/?id=ED278252

q2 · i? · causal · r1

Comparison study in the McKay Institute projects section: an intermediate Spanish class using an annotated videodisc of the film Marario (no lecture, lab interaction) versus a video-tape group that received a lecture and viewed the film at the LRC. The article reports the video-disc group "almost two full standard deviations above the video-tapegroup (S.D. difference .192)" and significance exceeding the 0.01 level of confidence; no standardized effect size is printed.

"Very importantly, the performance of the videO-discgroup was almost two full standard deviations above the video-tapegroup (S.D. difference .192), Which meansthat the poorest performing video-discstudents were equal to the best'Performing 'video-tapestudents in this comparison."

Discussion¶

Related Claims¶

• Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — the general claim this finding bears on, with the studies behind it
• The interactive videodisc combines the capabilities of books, movies, and computer-assisted instruction in one delivery medium — related