| مستخلص: |
Sixty-three studies which investigated cognitive achievement effects following interactive video (IV) instruction were integrated through a meta-analysis technique. Overall, mean achievement effect for IV was .530 (corrected for outliers), indicating that IV is an effective form of instruction. The effect is similar to that of computer-assisted instruction. A test of homogeneity on effect sizes revealed that they were not homogeneous. Failure to account for more variance in the models by independent variables analyzed in this study indicates that cognitive achievement from IV is influenced by a myriad of variables (including the nature of the instructional content, environmental factors, instructional methods, features of the learning materials, and characteristics of the learner) that are difficult or impossible to account for in a single meta-analysis. Results revealed that differences in program effectiveness favoring group instruction may be explained by factors such as decisions made by the teacher relative to the amount of practice, the extent and kind of feedback, and the nature of remediation procedures. Moreover, program-controlled IV appeared to be more effective than learner-controlled IV. The 63 studies included in the analysis are cited, and data are presented in six tables. (41 references) (Author/GL) |
