Effects of Orienting Activities and Instructional Control on Learning Facts and Procedures from Interactive Video

Abstract

The purpose of this study was to assess the effects of orienting activities and locus of instructional control on the learning of factual and procedural knowledge via interactive video. Specifically, the interaction between three levels of instructional control (linear, mixed and learner) and two levels of orienting (orienting versus no orienting) was investigated. It was hypothesized that the provision of an orienting activity would show a greater impact on learning for the learner control condition than for the mixed control and linear control conditions. Subjects consisted of ninety-one university students majoring in either biology, chemistry or exercise science. The dependent variables were recall of facts, recall of procedures, and instructional time. The results did not support the predicted interaction between orienting activity and instructional locus of control. It was found that provision of the orienting activity significantly facilitated the recall of factual information from the lesson. Both linear and mixed control treatments were significantly superior to the learner control. No significant effects were found for the recall of procedural information. Analysis of the time variable showed that subjects provided with the orienting activity spent significantly more time with the program than those who did not have this activity.

Effects of Overviews and Computer Experience on Learning from Hypertext

“…This result is consistent with the findings of Tovar and Coldevin [28]. Comments made by several participants in the current study provide some explanation for why those with no overview spent less time on the program.…”

“…Instructional time for all groups was relatively brief suggesting that time spent interacting with the overviews was minimal. Tovar and Coldevin found the positive effects of orienting activities on achievement was related to time spent in the program [28]. It may be that the instructional time in the current study was too brief for the overviews to support creation of a viable schema capable of enhancing recall.…”

A Framework for Understanding Pre‐practice Conditions and Their Impact on Learning

“…This finding, however, should be viewed cautiously. Tovar and Coldevin (1992) failed to find an interaction between an orienting activity and learner control. The provision of an orienting activity, however, increased the amount of time spent on task (Tovar & Coldevin, 1992).…”

“…Tovar and Coldevin (1992) failed to find an interaction between an orienting activity and learner control. The provision of an orienting activity, however, increased the amount of time spent on task (Tovar & Coldevin, 1992). Presumably, the extra time spent on the task could be attributed to increased interest or motivation to perform the task.…”

Costs and Benefits of More Learner Freedom

“…For cognitive skill tests 8 of 18 EL experiments with significant effect sizes favored more EL; the other 10 favored the less or no EL condition. Two LC skill test experiments significantly favored the less or no LC condition (Taylor, 2005;Tovar & Coldevin, 1992).…”