Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science

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Description

The most important question addresed in this study was whether there is any difference in student learning between a motion group and a non-motion group. The interactive video courseware is currently a part of the curriculum in this district. It was used in its original form with the contrast group. For the experimental group one unit of the courseware was modified to remove the motion video and replace it with photorealistic graphics that served as the non-motion part of the study. Covariates were selected to compensate for any differences in the two groups. A pretest and posttest was administered to ... continued below

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iii, 41 leaves

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Speers, Jimmy D. (Jimmy Dale) May 1992.

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  • Speers, Jimmy D. (Jimmy Dale)

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Description

The most important question addresed in this study was whether there is any difference in student learning between a motion group and a non-motion group. The interactive video courseware is currently a part of the curriculum in this district. It was used in its original form with the contrast group. For the
experimental group one unit of the courseware was modified to remove the motion video and replace it with photorealistic graphics that served as the non-motion part of the study. Covariates were selected to compensate for any differences in the two groups. A pretest and posttest was administered to both groups. Analysis of the posttest scores indicated that there was no difference in learning if motion in the presentation was the only variable.

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iii, 41 leaves

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  • May 1992

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  • March 26, 2014, 9:30 a.m.

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  • Oct. 7, 2014, 10:40 a.m.

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Speers, Jimmy D. (Jimmy Dale). Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science, dissertation, May 1992; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc279141/: accessed June 21, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .