Michigan State University Extension
Diversity and Pluralism - DP120335
12/95/
ERIC TITLE NUMBER: ED265845 AUTHOR: Gay, Geraldine
TITLE: Interaction of Learner Control and Prior Conceptual
Understanding in Computer-Assisted Video Instruction.
YEAR PUBLISHED: 1985
NOTE: 33 p.; Paper presented at the Annual Meeting of the
American Educational Research Association (Chicago, IL,
March 31-April 4, 1985).
ABSTRACT: The purpose of this study was to examine how
learners with different levels of prior understanding of a
topic interact and learn from computer-assisted video
instruction systems when they have control of content,
sequence, pace, and mode of instruction. Based on pretest
scores, 80 subjects were randomly selected, half with low
prior conceptual understanding, and half with high prior
conceptual understanding. Half of the subjects from each
group were randomly assigned to a program vs. learner
control treatment which consisted of computer-assisted
video instruction modules on protein synthesis. A 2X2
analysis of variance was conducted on posttest scores and
time on task, followed by a regression analysis to assess
the relationship of other independent variables with
posttest scores and time on task. In the learner control
condition, subjects with high prior conceptual
understanding in the subject area made significantly better
use of control options and their time than did subjects
with low prior conceptual understanding. In the program
control condition, there were no significant posttest score
differences, but there were significant time on task
differences between subjects with low prior conceptual
understanding and high prior conceptual understanding. Low
prior conceptual understanding subjects had significantly
higher posttest scores in the program control condition
than in the learner control condition; however, there were
no significant differences in time on tasks between
conditions. Finally, high prior conceptual understanding
subjects performed equally well in both program control and
learner control conditions. A three-page list of references
and several tables/figures complete the document.
(Author/JB)
KEY DESCRIPTORS: Analysis-of-Variance; Aptitude-Treatment
Interaction; Biology-; Concept-Formation; Epistemology-;
Higher-Education; Hypothesis-Testing;
Intermode-Differences; Science-Instruction; Tables-Data;
Videotex-
KEY DESCRIPTORS: *Computer-Assisted-Instruction;
*Individual Differences; *Individualized-Instruction;
*Time-Factors Learning; *Video-Equipment
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