A COMPARISON OF 3 INTERACTIVE MEDIA FORMATS IN AN RTV DVI COMPUTER-MEDIATED LESSON

This paper describes a pilot study conducted to compare the relative e ffectiveness of three interactive media formats in a DVI/RTV (Digital Video Interactive/Real Time Video) computer-mediated instructional les son. The first of four hypotheses maintained that a full motion video coach would be selected more often than an audio or text coach. Analys is revealed that audio coaching was selected more often than the other two formats. The second hypotheses asserted that learners viewing vid eo coaching would achieve the greatest post-test gains. Analysis revea led that this group achieved the second highest post-test gains. The t hird hypotheses stated that audio coaching would achieve the least pos t-test gains. Analysis revealed that this group achieved the greatest post-test gains. The fourth hypothesis declared that a learner's prefe rence for an instructional modality would affect the selection frequen cy of a media-specific instructional option. Analysis of selection fre quencies and instructional ratings revealed a tentative correlation be tween these variables. The data suggest that video and audio modalitie s elicit the greatest behavior of interest on the part of the learner. The data indicate that the learner may take more time to complete the lesson due to viewing video and audio options. Furthermore, the data suggest that video and audio options may be selected more often, and t herefore may provide additional opportunities to present information. The data also suggest that the learner may view text coaching as less than adequate for delivering optional instructional coaching material. The author argues that alternate channel input for a coaching strateg y may affect the learner's perception of the adequacy of the informati on presented.