Skip to main content
SpringerLink
Log in

Empirical issues in the study of computer-assisted interactive video

  • Articles
  • Published:
ECTJ Aims and scope Submit manuscript

Abstract

Interactive instructional technologies, such as computer-assisted interactive video, appear to offer unique capabilities. However, little research exists to support the instructional applications of interactive video. The purposes of this paper are: a) to evaluate the relevance of existing research in the component technologies to interactive video; b) to describe several important assumptions and issues associated with the use of interactive video; and c) to propose a propositional framework for use in the study of computer-assisted interactive video.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Allen, W. H. (1957) Research and film use: Student participation.AV Communication Review, 5, 423–450.

    Google Scholar 

  • Alwitt, L. F., Anderson, D. R., Lorch, E. P., & Levin, S. R. (1980). Preschool children’s visual attention to attributes of television.Human Communication Research, 7, 52–67.

    Article  Google Scholar 

  • Anderson, D. R., Alwitt, L. F., Lorch, E. P., & Levin, S. R. (1979). Watching children watch television. In G. Hale & M. Lewis (Eds.),Attention and the development of cognitive skills. New York: Plenum.

    Google Scholar 

  • Anderson, D. R., & Lorch, E. P. (1983). Looking at television: Action or reaction? In J. Bryant & D. Anderson (Eds.),Children’s understanding of television. New York: Academic Press.

    Google Scholar 

  • Anderson, R. C. (1970). Control of student mediating processes during verbal learning and instruction.Reivew of Educational Research, 40, 349–369.

    Article  Google Scholar 

  • Calvert, S. L., Huston, A. C., Watkins, B. A., & Wright, J. C. (1982). The effects of selective attention to television forms on children’s comprehension of content.Child Development, 53, 601–610.

    Article  Google Scholar 

  • Charp, S. (1981). Effectiveness of computers in instruction.Viewpoints in Teaching and Learning, 57(2), 13–22.

    Google Scholar 

  • Clark, R. E. (1982). Antagonism between achievement and enjoyment in ATI studies.Educational Psychologist, 17, 92–101.

    Google Scholar 

  • Clark, R. E. (1983). Reconsidering research on learning from media.Review of Educational Research, 53, 445–460.

    Article  Google Scholar 

  • Clark, R. E. (1984). Research on student thought processes during computer-based instruction.Journal of Instructional Development, 7(3), 2–5.

    Google Scholar 

  • Collins, W. A. (1983). Interpretation and inference in children’s television viewing. In J. Bryant & D. Anderson (Eds.),Children’s understanding of television. New York: Academic Press.

    Google Scholar 

  • Comstock, G. A., Chafee, S., Katzman, N., McCombs, M., & Roberts, D. (1978).Television and human behavior. New York: Columbia University Press.

    Google Scholar 

  • Corcoran, F. (1981). Processing information from screen media: A psycholinguistic approach.Educational Communication and Technology Journal, 29, 117–128.

    Google Scholar 

  • Dalton, D. W., & Hannafin, M. J. (1985). Examining the effects of varied computer-based reinforcement on self-esteem and achievement: An exploratory study.Association for Educational Data Systems Journal, 18, 172–182.

    Google Scholar 

  • Danielson, J. E., Seiler, W. J., & Friedrich, G. W. (1980–1981). Learners’ cognitive style and levels of learning in television and print instruction for use in open learning: An exploratory study.International Journal of Instructional Media, 8, 371–381.

    Google Scholar 

  • DeBloois, M. L. (1982). Principles for designing interactive videodisc instructional materials. In M. L. DeBloois (Ed.),Videodisc/microcomputer courseware design. Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Ferner, S. W. (1982). Computer-aided interactive video instruction: Closing the gaps between needs and outcomes in competency-based leadership, management, and organizational development training.Programmed Learning and Educational Technology, 19, 311–316.

    Google Scholar 

  • Floyd, S. (1982). Thinking interactively. In S. Floyd & B. Floyd (Eds.),Handbook of interactive video. White Plains, NY: Knowledge Industry Publications, Inc.

    Google Scholar 

  • Frase, L. T. (1970). Boundary conditions for mathemagenic behaviors.Review of Educational Research, 40, 337–347.

    Article  Google Scholar 

  • Gagné, R. M., Wager, W. W., & Rojas, A. (1981). Planning and authoring computer-assisted instruction lessons.Educational Technology, 21, 17–26.

    Google Scholar 

  • Gilman, D. A. (1969). Comparison of several feedback methods for correcting errors by computer-assisted instruction.Journal of Educational Psychology, 60, 503–508.

    Article  Google Scholar 

  • Goetzfried, L., & Hannafin, M. J. (in press). The effects of the locus of CAI control strategies on the learning of mathematics rules.American Educational Research Journal.

  • Grabowksi, B. (January, 1983).Research questions for interactive videodisc learning systems. Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, New Orleans, LA.

  • Gropper, G. L. (1967). Does ’programmed television’ need active responding?AV Communication Review, 15, 5–22.

    Google Scholar 

  • Hannafin, M. J. (1984a). Interactive video: Truly the greatest or only the latest?School and University Review, 22(5), 3–4.

    Google Scholar 

  • Hannafin, M. J. (1984b). Options for authoring instructional interactive video.Journal of Computer Based Instruction, 11, 98–100.

    Google Scholar 

  • Hannafin, M. J. (1984). Factors affecting the locus of instructional control in the design of computer-assisted instruction.Journal of Instructional Development, 7(3), 6–10.

    Article  Google Scholar 

  • Hannafin, M. J., Garhart, C., Rieber, L. P., & Phillips, T. L. (1985). Keeping interactive video in perspective: Tentative guidelines and cautions in the design of interactive video. In E. Miller & M. Mosley (Eds.),Educational media and technology yearbook. Denver: Libraries Unlimited.

    Google Scholar 

  • Hannafin, M. J., & Peck, K. L. (in press).The design, development, and evaluation of computerassisted instruction. New York: Wiley.

  • Heestand, D. E. (1979–1980). The use of inserted questions in videotape programs.International Journal of Instructional Media, 7, 149–157.

    Google Scholar 

  • Holman, N. (1983). Why video people need to know about computers.Educational and Industrial Television, 15(6), 39.

    Google Scholar 

  • Hon, D. (1982). Interactive training in cardiopulminary resuscitation.Byte, 7(6), 108–120, 130–138.

    Google Scholar 

  • Huston, A. C., & Wright, J. C. (1983). Children’s processing of television. In J. Bryant & D. R. Anderson (Eds.),Children’s understanding of television. New York: Academic Press.

    Google Scholar 

  • Johansen, K. J., &Tennyson, R. D. (1984). Effects of adaptive advisement on perception in learner controlled, computer-based instruction using a rule-learning task.Educational Communication and Technology Journal, 32, 226–236.

    Google Scholar 

  • Koran, M. L., & Koran, J. J. (1975). Interaction of learner aptitudes with question pacing in learning from prose.Journal of Educational Psychology, 67 67–82.

    Article  Google Scholar 

  • Krull, R. (1983). Children learning to watch television. In J. Bryant & D. R. Anderson (Eds.),Children’s understanding of television. New York: Academic Press.

    Google Scholar 

  • Kulhavy, R. W. (1977). Feedback in written instruction.Review of Educational Research, 47, 211–232.

    Article  Google Scholar 

  • Kulhavy, R. W., Yekovich, F. R., & Dyer, J. W. (1976). Feedback and response confidence.Journal of Educational Psychology, 68, 522–528.

    Article  Google Scholar 

  • Kulik, J. A., Bangert, R. L., & Williams, G. W. (1983). Effects of computer-based teaching on secondary school students.Journal of Educational Psychology, 75, 19–26.

    Article  Google Scholar 

  • Lahey, G. F. (1981). The effect of instructional sequence on performance in computer-based instruction.Journal of Computer Based Instruction, 7, 111–116.

    Google Scholar 

  • Lesser, H. (1977).Television and the preschool child. New York: Academic Press.

    Google Scholar 

  • Lipsky, R. L. (1983).The relative effectiveness of conventional, interactive, and interruptive television instruction on facilitating student achievement on differential learning tasks. Unpublished doctoral dissertation, The Pennsylvania State University.

  • Lorch, E. P., Anderson, D. R., & Levin, S. R. (1979). The relationship of visual attention to children’s comprehension of television.Child Development, 50, 722–727.

    Article  Google Scholar 

  • Manning, D. T. (1983). Student acceptance of videodisk-based programs for paramedical training.Technological Horizons in Education Journal, 11(3), 105–108.

    Google Scholar 

  • Mason, G., & Mize, J. (1978). Teaching reading with television: A review.Educational Technology, 5–12.

  • Nugent, G., & Stone, C. (1980). Videodisc instructional design.Educational Technology, 20(5), 29–32.

    Google Scholar 

  • O’Rourke, J. S. (1980–1981). A little plain talk about TV: Are you sure it’s what you are looking for?International Journal of Instructional Media, 8, 213–220.

    Google Scholar 

  • Park, O. (1984). Empirically based procedures for designing a response senstive sequence in computer-based instruction: An example from concept teaching strategies.Journal of Computer Based Instruction, 11, 14–18.

    Google Scholar 

  • Pawley, R. (1983). It’s becoming an interactive world.Educational and Industrial Television, 25(6), 80–81.

    Google Scholar 

  • Peck, K. L., & Hannafin, M. J. (1983). The effects of notetaking pretraining and the recording of notes on the retention of aural instruction.Journal of Educational Research, 77, 100–107.

    Google Scholar 

  • Pezdek, K., & Hartman, E. F. (1983). Children’s television viewing: Attention and comprehension of auditory versus visual information.Child Development, 54, 1015–1023.

    Article  Google Scholar 

  • Pingree, S., & Hawkins, R. P. (1981). What children do with television: Implications for communication research. In B. Dervin & M. Voight (Eds.),Progress in communication sciences (Vol. 3). Norwood, NJ: Ablex.

    Google Scholar 

  • Roper, W. J. (1977). Feedback in computer-assisted instruction.Programmed Learning and Educational Technology, 24(1), 43–49.

    Google Scholar 

  • Ross, S. M. (1984). Matching the lesson to the student: Alternative adaptive designs for individualized learning systems.Journal of computer-based Instruction, 11, 42–48.

    Google Scholar 

  • Salomon, G. (1983). Television watching and mental effort: A social psychological view. In J. Bryant & D. R. Anderson (Eds.),Children’s understanding of television. New York: Academic Press.

    Google Scholar 

  • Salomon, G., & Clark, R. E. (1977). Reexamining the methodology of research on media and technology in education.Review of Educational Research, 53, 445–460.

    Google Scholar 

  • Saracho, O. N. (1982). The effect of a computer assisted instruction program on basic skills achievement and attitude toward instruction of Spanish speaking migrant children.American Educational Research Journal, 19, 210–219.

    Article  Google Scholar 

  • Schaffer, L., & Hannafin, M. J. (in press). The effects of progressive interactivity on learning from interactive video,Education Communication and Technology Journal.

  • Schimmel, B. J. (April 1983).A meta-analysis of feedback to learners in computerized and programmed instruction. Presented at the annual meeting of the American Educational Research Association, Montreal.

  • Schwartz, M. D. (1981). Interactive video: Tape or disc?Educational and Industrial Television, December, 68–70.

  • Sharp, G. W. (1981). Acquisition of lecturing skills by university teaching assistants: Some effects of interest, topic relevance, and viewing a model videotape.American Educational Research Journal, 18, 491–502.

    Article  Google Scholar 

  • Singer, J. L. (1980). The power and limitations of television: A cognitive-affective analysis. In P. H. Tannenbaum & R. Abeles (Eds.),The entertainment functions of television. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Steinberg, E. R. (1977). Review of student control in computer-assisted instruction.Journal of Computer-Based Instruction, 3, 84–90.

    Google Scholar 

  • Sturges, P. T. (1978). Delay of information feedback in computer assisted testing.Journal of Educational Psychology, 70, 378–387.

    Article  Google Scholar 

  • Szabo, M. & Lamielle-Landy, A. (1981). Television-based reading instruction, reading achievement, and task involvement.Journal of Educational Research, 74, 239–244.

    Google Scholar 

  • Teather, D. C. B., & Marchant, H. (1974). Learning from film with particular reference to the effects of cueing, questioning, and knowledge of results.Programmed Learning and Educational Technology, 11, 317–327.

    Google Scholar 

  • Tennyson, R. D. (1981). Use of adaptive information for advisement in learning concepts and rules using computer-based instruction.American Educational Reseach Journal, 18, 425–438.

    Article  Google Scholar 

  • Tennyson, R. D. (1984). Application of artificial intelligence to adaptive instructional systems.Journal of Instructional Development, 7(3), 17–22.

    Google Scholar 

  • Tennyson, R. D., Christensen, D. L., & Park, S. I. (1984). The Minnesota Adaptive Instructional System: An intelligent CBI system.Journal of Computer Based Instruction, 11, 2–13.

    Google Scholar 

  • Tennyson, R. D., & Rothen, W. (1977). Pre-task and on-task adaptive design strategies for selecting number of instances in concept acquisition.Journal of Educational Psychology, 69, 586–592.

    Article  Google Scholar 

  • Thorkildson, R. (1983). A microcomputer/videodisc package to teach the retarded.Educational and Industrial Television, 25(6), 40–42.

    Google Scholar 

  • Woolley, R. D. (1982). Training applications: Making interactive video technology work effectively. In M. L. DeBloois (Ed.),Videodisc/ microcomputer courseware design. Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Instructional Systems Program, College of Education, The Pennsylvania State University, 16802, University Park, PA

    Michael J. Hannafin (associate professor)

Authors
  1. Michael J. Hannafin
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Hannafin, M.J. Empirical issues in the study of computer-assisted interactive video. ECTJ 33, 235–247 (1985). https://doi.org/10.1007/BF02769360

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02769360

Keywords

Search

Navigation