INFLUENCE OF INTERACTIVE VIDEODISC INSTRUCTION USING SIMULTANEOUS-TIME ANALYSIS ON KINEMATICS GRAPHING SKILLS OF HIGH-SCHOOL PHYSICS STUDENTS

Real-time kinematical analysis of physical phenomenon is the graphing of displacement, velocity, and acceleration versus time data simultane ously with the motion of the object. Brasell (1987) found that student s using real-time analysis with microcomputer-based laboratory tools s ignificantly improved their kinematics graphing skills as compared to students using delayed-time graphing (kinematics graphs produced after the motion of the object). However, using computer reanimation of vid eotaped images, Beichner (1990) found no difference in student learnin g between the simultaneous-time (kinematics graphs produced simultaneo usly with the motion of the image of the object, such as a video-recor ded image or a computer reanimated image) and the delayed-time treatme nts. This investigation considers student analysis of videodisc-record ed images, with treatments over an extended time. Using quantitative, qualitative, and retention data, we found no significant learning diff erence between using simultaneous-time and delayed-time analysis for s tudent understanding of kinematics graphs. However, the results imply that simultaneous-time analysis may have advantages in some areas.