Abstract
The primary purpose of this study was to determine whether the use of video podcasts as a revision tool would improve test scores of undergraduate students enrolled in an introductory communication theory course. Twelve podcasts were created from videos presented in class and made available online to students for optional viewing prior to completion of three tests. Results indicated that students who viewed the podcasts did not score higher on the test questions related to the videos than their non-viewing classmates. Video podcast attitudes was the only significant predictor of video podcast use.
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