Abstract
Abstract This paper describes a pilot study conducted to compare the relative effectiveness of three interactive media formats in a DVI/RTV (Digital Video Interactive/Real Time Video) computer-mediated instructional lesson. The first of four hypotheses maintained that a full motion video coach would be selected more often than an audio or text coach. Analysis revealed that audio coaching was selected more often than the other two formats. The second hypotheses asserted that learners viewing video coaching would achieve the greatest post-test gains. Analysis revealed that this group achieved the second highest post-test gains. The third hypotheses stated that audio coaching would achieve the least post-test gains. Analysis revealed that this group achieved the greatest post-test gains. The fourth hypothesis declared that a learner's preference for an instructional modality would affect the selection frequency of a media-specific instructional option. Analysis of selection frequencies and instructional ratings revealed a tentative correlation between these variables. The data suggest that video and audio modalities elicit the greatest behavior of interest on the part of the learner. The data indicate that the learner may take more time to complete the lesson due to viewing video and audio options. Furthermore, the data suggest that video and audio options may be selected more often, and therefore may provide additional opportunities to present information. The data also suggest that the learner may view text coaching as less than adequate for delivering optional instructional coaching material. The author argues that alternate channel input for a coaching strategy may affect the learner's perception of the adequacy of the information presented.
Published Version
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