Supplementary examples in an instructional film significantly improve learning, with diminishing returns as example number increases¶

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

Subclaims¶

q2 i? Adding supplementary examples improved learning even after the original film's examples were doubled. → 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 · r?

A companion film-instruction study abstracted in the same review column, summarized editorially (signed -E. Faison). The abstract reports that "Giving further supplementary examples made a significant improvement even after the number of examples in the original film had been doubled." No effect size is printed.

"Giving further supplementary examples made a slgnifi- cant improvement even after the number of examples in the otiglnal film had been doubled."

Discussion¶

Related Claims¶

• More intelligent learners benefited more than less intelligent learners from additional film examples, and supplementary instruction reduced common mistakes on difficult material — a narrower finding that bears on this claim
• A second showing of an educational film produced substantial learning increments, but a third showing failed to add materially or significantly — related
• 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 — related
• Modified film commentaries were consistently superior to the original commentary although differences were not statistically significant at a high level of confidence — related