Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science Page: 3
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Speers, Jimmy D., Motion Versus Non-motion in
Interactive Video Lessons in High School Physical Science.
Doctor of Philosophy (Curriculum and Instruction), May,
1992, 41pp,, 6 tables, references, 36 titles.
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 population for
the study was regular high school physical science students.
Two teachers were involved in the study. The experimental
group had 81 students in five classes with one teacher. The
contrast group had 42 students in three classes with the
other teacher. 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.
The remaining three research questions dealt with
students' perceptions about multimedia, ease of using
computers, and taking more courses using multimedia. There
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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. (https://digital.library.unt.edu/ark:/67531/metadc279141/m1/3/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .