Comparison of Simultaneous Versus Sequential Use of Interactive Video Instructionand Cooperative Learning: Effects on Achievement, Amount of Invested Mental Effort, and Attitudes

摘要

This purpose of this study was to compare two instructional strategies usingcooperative learning and interactive video instruction, and to measure the effect of these strategies on achievement, amount of invested mental effort, and attitudes. In the individualized video treatment, subjects worked on an interactive video lesson on the German language, then participated in a cooperative learning session. In the cooperative interactive video treatment, subjects worked together with the interactive video for the entire instructional session. The study was conducted during 10 instructional sessions spanning five weeks. Eighty-nine college freshman and sophomores were randomly assigned to the treatment groups. Achievement was measured by performance on three written dialogues constructed by cooperative groups during three of the 10 sessions, and by a posttest on German language listening, writing, and translating skills. Performance on the dialogues was assessed by a type (number of different words used) and token (number of words) analysis. Amount of invested mental effort was measured with a post-study questionnaire. Attitudes were measured with a post-study questionnaire and an opinion survey.