Abstract
Fifty-seven college students matched a videotape and then took a comprehension test. Participants in the control group watched without taking notes, those in the notes group took notes while watching, those in the guided notes group took notes on questions given in advance, and those in the interactive group orally replied to questions while watching. There was a significant effect of viewing method (p < .05). Comprehension was higher in the guided notes and interactive groups, and a significant interaction (p < .05) showed that this advantage occurred for implicit but not explicit questions. Videotape viewing methods that focus students on relevant concepts and encourage active participation appear to be most effective.
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