of the learner's senses;
(2) encourages and validates self-expression by allowing students to decide on words, images, and sounds;
(3) gives students a sense of ownership because to a large extent they create what they learn;
(4) creates an active rather than passive learning experience by forcing students to participate;
(5) fosters communication between students and teachers through interaction with the video; and
The multiple benefits of interactive video technology have been attributed to the unique attributes of the instructional delivery system, attributes which are said to include: random access, multiple applications, individualized learning, realistic situations, multi-level learning, the ability to alter presentation of media types, and/or the ability to combine and rearrange images in association with the learning task (Muller & Leonetti, 1992; Hannafin, 1985).
Of the attributes of interactive video technology, Bailey (1992) has stated that:
Many designers of interactive video programs have come to rely on assumptions that these unique attributes allow the medium to be superior in delivering instruction...(Bailey, 1992, p.4)
However, despite the claims of instructional effectiveness and benefits associated with interactive video learning, Hannafin and Peck (1988) as well as Reeves (1986) report that the empirical research investigating these claims is sparse. Moreover, Bransford and associates (1990) stated that there have been almost no studies examining whether the benefits/instructional efficacy of interactive video learning differs depending upon different methods of instruction in the use of the system. Thus, there is a need to expand the existing knowledge base by investigating the instructional effectiveness of diverse methods of instruction given to students for their use of an interactive videodisc lesson.
This study proposes to evaluate the instructional efficacy of two types of ...