Abstract
This experiment is the final investigation of a sequential series of studies designed to determine whether or not videodisc technology is both educationally effective and cost-efficient. This experiment compared and contrasted the learning and performance behavior in paramedic students in a non-videodisc control group, a limited-access experimental group, and a full-access experimental group on several dimensions. Results indicated that both videodisc groups were superior, but there were no differences within any parameter between the limited-access and full-access videodisc groups. It was concluded that at least for a high-stress, psychomotor task, the additional costs of the more complex videodisc programming and training required for the full-access strategy were not justifiable by measured classroom value.
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