Audience participation during a factual film improves learning of the practiced verbal material compared with simple viewing, with gains attributable to practice rather than motivation¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 1953 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Audience participation, overt or covert and with or without knowledge of results, improved learning of verbal material compared with simple viewing of the film. → Michael 1953 q2 i? The improvement appears due to practice effects rather than motivation, since gains were found only on points covered in the participation sessions. → Michael 1953

Evidence¶

Michael 1953¶

Michael, D. N. (1953). Some Factors Influencing the Effects of Audience Participation on Learning from a Factual Film. Memo Report No. 13A, Human Resources Research Laboratories, Bolling Air Force Base. https://eric.ed.gov/?q=Michael+audience+participation+factual+film

q2 · i? · causal · r2

Experimental study in which eight groups of about 640 high school subjects viewed a civil defense film interrupted by questions; half answered overtly, half covertly, half received feedback. The review reports "considerable improvement in learning verbal material as compared to simple viewing of the film." Gains were limited to items used in participation periods.

"Audience participation, whether overt or coven, and with or with- out knowledge of results, resulted in considerable improvement in learning verbal material as compared to simple viewing of the film."

Discussion¶

Related Claims¶

• No significant difference in learning between overt (observable) and covert (mental) practice during film participation — related
• More intelligent learners benefited more than less intelligent learners from additional film examples, and supplementary instruction reduced common mistakes on difficult material — related
• About 80 percent of verbal test items were answered correctly by trainees who heard the best commentary without seeing the pictures — related
• Knowledge of the correct response was the most important single factor in learning from audience-participation film segments — related
• Practice between or during film demonstrations did not aid perceptual-motor learning — related
• Supplementary examples in an instructional film significantly improve learning, with diminishing returns as example number increases — related
• Repeating an instructional film increases learning only up to a point — related