This study analyzed instructional achievement and intrinsic motivation among 21st century secondary students utilizing a video lecture incorporating both student reaction cutaway images and immediate content interaction within the lecture. Respondents (n = 155) were from multiple classes and grade levels at a suburban Texas high school. Four groups of students viewed the identical lecture with differing video and content interaction treatments. Students responded to a pretest/posttest survey to assess academic achievement in addition to an intrinsic motivation instrument to assess student interest. Group one (the control group) viewed the 12 minute lecture without enhancement. A second group viewed the identical lecture with student reaction shots inserted in the video. Another group viewed the lecture with content question intervention inserted into the video. The final group saw the lecture with the student reaction shots and content question intervention combined in the video. A repeated measures multivariate analysis of variance (MANOVA) was used to compare results from a 14 item pretest/posttest. Combined, the groups showed no significance (p = .069) indicating no associations were identified by the experiment. Although no association was identified, this may be a reflection of the generic nature of the video lecture and the lack of association with the experiment and actual classroom content within their courses. Students also completed the Intrinsic Motivation Instrument which was analyzed using a MANOVA. Although no significant findings were present in either group viewing the student reaction or the content question interaction treatments individually, the group viewing the combined treatment showed significance in three scales: Interest/Enjoyment (p = .007), Perceived Competence (p = .027) and Effort/Importance (p = .035) Recommendations for refinement of the current experiment as well as future studies are provided.

Interactive video is a new method of instruction which has great potential. Already, the techniques developed are being used effectively by companies with training and information dissemination needs covering large and diverse organisations. This Field Study is an attempt to explore the possibilities interactive video has for education. Since the techniques are new and still developing quickly, it was necessary to spend a significant amount of time learning about the possibilities for the medium and developing new techniques for the particular application described in this Report. There are a number of facets to the development of a learning package which uses new technology and new techniques. All these facets must be explored to make sure the techniques incorporated in the package being developed fit together properly, to make the learner's experience an effective one. Video production, computer programming, computer assisted instruction and subject matter expertise are the major facets of interactive video, and all have had to be explored to some degree in this Study. For the writer, a media producer with mainly film and video production experience, video production on its own was not a great problem, but computer programming and computer assisted instruction techniques, and the integration of all the various elements of the package, was new ground. Subject matter expertise beyond the writer's skills was available from other sources. This Report covers the development of the Study from the investigation of interactive video as a new technology, through an exploration of the techniques required to produce materials for it, finally to the development of an experimental package designed to give the writer some practical skills in the use of interactive video, and insight into its usefulness as a medium of instruction in a practical setting.

The purpose of this study was to examine the effect of instructional videos on the performance achievement of fifth grade instrumental students. The design of the study was pretest-posttest control group experimental. Participants (n = 84) were volunteers selected from fifth grade students enrolled in Garnet Valley School District in Glen Mills, PA, who had participated in the band program for at least one full year. Students were assigned a short etude composed by the researcher to practice for an evaluation. Prior to treatment, each student was recorded performing the etude as a pretest. All students received identical instruction and modeling of the etude during their weekly school lesson. In addition to the weekly school lesson instruction, a Video Practice Group (VP) (n = 42) was given access to a video of the teacher instruction and modeling of the etude for use during home practice, and the Non-Video Practice Control Group (NVP) (n = 42) practiced the etude under usual practice conditions. Each week, participants submitted a practice record detailing the amount of time spent practicing the etude. Following three weeks of treatment, all participants recorded a performance of the etude. Pretest and posttest recordings were scored by the researcher using the researcher-designed Etude Scoring Form. One additional certified music teacher scored a random selection of 15% of the student recordings as a reliability judge. Comparison of pretest and posttest scores showed that overall gain scores for participants in the Video Practice group were significantly greater than the Non-Video Practice Group (F(1,82) = 20.68, p < .001, ηp2 = .201), with significant interactions in the categories of rhythm (F(1, 82) = 9.45, p = .003), fluency, F(1, 82) = 9.97, p = .002), and articulation, F(1, 82) = 8.07, p = .006). No significant interactions were found for instrument type or participant school. There was no significant difference in reported practice time between the two groups, and practice time was positively correlated with posttest scores. / Music Education

The feasibility and effectiveness of video instruction as an alternate means of delivering nutrition education to low-income homemakers were examined in this study. Demographic and mediating variables that may affect the success of video instruction were also investigated. Consenting EFNEP and SCNEP homemakers (N=105) were randomly assigned to receive either video lessons with follow-up telephone discussions and intermittent home visits (Video Group) or face-to-face home visits/small group sessions (Traditional Group). Assessments of locus of control and cooking reinforcement values (RVs) were conducted at baseline. Dietary and food-behavior changes were assessed using 24-hr recalls and a 14-item behavior checklist questionnaire, respectively. Questionnaires were used to assess the Program Assistants' (PAs) and participants' perceptions of video instruction. Analytic measures included multivariate analyses of variance, analyses of variance, <I>t</I>-tests, chi-squared tests, and frequency calculations. Experiment-wise significance was set at <I>p</I> < 0.05 with correction using the Bonferroni method. Seventy-three participants completed the study. For both groups, significant improvements were seen from pre to post intervention in vitamin C intakes, the number of servings consumed from the Fruit Group, and food behavior checklist scores. The Traditional Group also increased their intakes of vitamin A, vitamin B₆, calcium, and fiber. There was no difference in the change of dietary intakes and behavior checklist scores between the two groups. No effects were found for race, age, residence, locus of control, or cooking RV. Video instruction was well received by most participants and PAs and was substantially less expensive than traditional instruction. Due to the effectiveness and acceptability of video instruction, it should be considered when delivering nutrition education to low-income homemakers. / Master of Science

This study used an experimental design and a direct test of recall to provide data about teacher immediacy and student cognitive learning. Four hypotheses and a research question addressed two research problems: first, how verbal and nonverbal immediacy function together and/or separately to enhance learning; and second, how immediacy affects cognitive learning in relation to student motivation. These questions were examined in the context of video instruction to provide insight into distance learning processes and to ensure maximum control over experimental manipulations. Participants (N = 347) were drawn from university students in an undergraduate communication course. Students were randomly assigned to groups, completed a measure of state motivation, and viewed a 15-minute video lecture containing part of the usual course content delivered by a guest instructor. Participants were unaware that the video instructor was actually performing one of four scripted manipulations reflecting higher and lower combinations of specific verbal and nonverbal cues, representing the four cells of the 2x2 research design. Immediately after the lecture, students completed a recall measure, consisting of portions of the video text with blanks in the place of key words. Participants were to fill in the blanks with exact words they recalled from the videotape. Findings strengthened previous research associating teacher nonverbal immediacy with enhanced cognitive learning outcomes. However, higher verbal immediacy, in the presence of higher and lower nonverbal immediacy, was not shown to produce greater learning among participants in this experiment. No interaction effects were found between higher and lower levels of verbal and nonverbal immediacy. Recall scores were comparatively low in the presence of higher verbal and lower nonverbal immediacy, suggesting that nonverbal expectancy violations may have hindered cognitive learning. Student motivation was not found to be a significant source of error in measuring immediacy's effects, and no interaction effects were detected between levels of student motivation, teacher verbal immediacy, and teacher nonverbal immediacy.

Large classes that allow smaller amounts of instructor-student interaction have become more common in today's colleges. The best way to provide needed opportunities for students to overcome this lack of interaction with instructors remains unidentified. This research evaluated the use of video lecture capture (VLC) as a supplemental method for teacher-student interaction and what, if any, impact it and attendance have on student performance in large lecture courses. This ex post facto study conducted at a Northeastern research university utilized cognitive and andragogical frameworks to examine the relationships between the independent variables frequency of video viewing, quantity of videos viewed, and course attendance, as well as their impact on course performance in a large lecture course (N=329). Data sources included archival data from the learning management system and student survey responses. Analysis included a series of two-way ANOVA tests. The results indicated that the frequency of video viewing was found to have a significant positive effect on course performance (F = 3.018, p = .030). The number of VLC videos not viewed was also found to have a significant negative effect on course performance (F = 1.875, p = 0.016). Other independent variables were not found to have any significant main effect or interaction effect with the dependent variable, course performance. Findings from this research may be used by educators, students, and administrators planning course sizes and availability to better understand the relationship between these variables and how VLC can be used effectively in large lecture classes thus leading to improved efficacy in VLC use.

The purpose of this study is to examine whether or not CBVI is an effective method in teaching students with intellectual disabilities the skills of locating grocery items in classroom settings and whether or not the acquired skills in classroom settings generalize to actual grocery stores. Four high school students with intellectual disabilities participated in the study. A multiple probe design across students was used to investigate the effectiveness of CBVI. A CBVI program containing video footages, photographs, and text was developed and used for teaching the skills to the students. Seventeen steps of locating grocery items were used as dependent variables across all conditions. Results indicate that CBVI is an effective and efficient means for teaching the skills of locating grocery items to students with intellectual disabilities and facilitates these students to generalize the acquired skills to actual grocery stores. All students acquired the skills during the CBVI intervention condition and generalized the skill to a grocery store depicted in the CBVI program and to a grocery store did not depicted in the CBVI program. Limitations and suggestions for future research were discussed.

The problem of this study was to compare two methods of instruction in helicopter pilot ground training in terms of cost of training and support services and customer satisfaction upon completion of training. The purpose of the study was the evaluation of a specialized program of instruction taught on videotape by comparison with conventional instruction. The significance of the study was related to savings in costs of instruction per trainee. Research questions for the study sought significant differences between mean scores achieved by students receiving the two treatments. Data providing information on specific characteristics of the learners were gathered as a preliminary step to establish similarity of the students in the two groups compared. A table of random numbers was used to select subjects from the population of student pilots entering training for the Bell model 206B helicopter during the months of March, April and May 1981. Upon completion of the course, all students were asked to complete an evaluation opinionaire relating to satisfaction with selected aspects of the instructional program.

This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications.

No description available.