The Effects of Knowledge- versus Context-Based Design Strategies on Information and Application Learning from Interactive Video.

Dalton, David W.; Hannafin, Michael J.

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ERIC Number: EJ362645

Record Type: Journal

Publication Date: 1987

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The Effects of Knowledge- versus Context-Based Design Strategies on Information and Application Learning from Interactive Video.

Dalton, David W.; Hannafin, Michael J.

Journal of Computer-Based Instruction, v14 n4 p138-41 Fall 1987

Ninth-grade learners used one of three versions of an interactive video lesson on basic economics theory, one based on knowledge strategy, one on context strategy, and a control version without embedded questions. Results indicated context strategy was as effective as knowledge strategy for teaching declarative knowledge and more effective for teaching applications. (LRW)

Descriptors: Analysis of Variance, Computer Assisted Instruction, Credit (Finance), Instructional Design, Instructional Effectiveness, Interactive Video, Intermode Differences, Pretests Posttests, Recall (Psychology), Secondary Education

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

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