Interactive Video Technology in School Instruction

Iuppa (1984) defined interactive video as any video system in which the sequence and selection of messages is determined by the user's response to the material presented. Perlmutter (1991) has put it this way:

In interactive video, the user's actions, choices, and decisions genuinely affect the way the program unfolds. (p.180)

Advocates of interactive video technology make claims of instructional efficacy for such diverse education and education-related areas as physics (Kruse, 1989), military training (Floyd & Floyd, 1982), medical training (Hon, 1983), and school classrooms (Hansen, 1989; Branch, Ledford, Robertson & Robison, 1987). Moreover, claims of diverse benefits are made for the technology. Benefits associated with interactive video technology are said to include: increased interaction, individualization, cost effectiveness, increased student motivation, increased levels of immediate feedback during instruction, ease of

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interactive video technology is any better than traditional methods of education? With respect to this question, it can be noted that there has been some research indicating that interactive video learning is superior to learning derived from traditional instruction methods. In their discussion of this research, Muller and Leonetti (1992) have stated that: Research indicates that effective interactive videodisc training produces greater retention rates than typical group instruction. (p.16) Of interest in Muller and Leonetti's statement is that the authors report these findings for "effective interactive videodisc training," the implication being that there are some forms of interactive videodisc training that are ineffective. That not all forms of interactive video instruction are effective has been noted by Hannafin, Phillips and Tripp (1986) who state that characteristics other than the interactive technology (e.g. unique lessons) may have to be considered if high-level learning is to be attained in all educational situations involving interactive video activity. According to Falk (1990), one alternative characteristic that may contribute to the effectiveness of interactive video instruction is the instructional mode or stra
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Some common words found in the essay are:
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Approximate Word count = 7911
Approximate Pages = 32 (250 words per page)

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