Abstract
This experimental investigation was aimed at determining the effect of interactivity upon student achievement, completion intervals, and affective perceptions. A professionally prepared training video tape was “repurposed” to an interactive videodisc medium. University students from a variety of academic majors were randomly assigned to one of two groups. One group experienced the repurposed interactive videodisc-based instructional unit; the second group experienced the linear video tape-based presentation mode. Records were maintained regarding the amount of time required to complete each unit of study. In addition, both groups completed a multiple choice examination and an affective response instrument. Computed f-tests revealed no statistically significant differences in student achievement or in the amount of time (interval) required to complete the unit of study. However, students expressed significant preferences (p < .05) for the interactive videodisc-based instructional mode.
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