An evaluation of interactive videodisc as an instructional strategy for teaching a word processing program

The use of interactive videodisc as an instructional strategy is increasing in training and education programs today. The reported learner benefits and an increased supply of business-related interactive videodiscs compel business educators to examine this medium as an alternative instructional strategy. This study was designed to evaluate the effectiveness of interactive videodisc as an instructional strategy for teaching a word processing program. In measuring effectiveness, the study focused on the following components: (1) learner knowledge, (2) learner attitude, and (3) instruction time involved. Two sections of Business Communications at the University of Nebraska-Lincoln participated in the study. All 34 participants were randomly assigned to an experimental or control group. Both groups, each comprised of 17 students, completed a word processing course using Comsell\u27s WordPerfect 5.0 program objectives, manual, and word processing activities. The experimental group completed the course through the use of the interactive videodisc; the control group was teacher-assisted. A comparison of learners\u27 scores on a knowledge test of the word processing program was made through a t test analysis. No significant difference (p =.178) was found between the experimental and control groups for knowledge of the word processing program. A t test was also used in comparing the learning times of the two groups with no significant difference at the.01 alpha level. The Hotellings T$\sp2$, a multivariate analysis of variance, was employed to determine if there was a significant difference between the attitudes of the experimental and control groups toward the attainment of specific course objectives and the effectiveness of the overall instructional strategies. The analysis revealed there was no significant difference between the groups, F(2, 31) =.601. The Pearson product-moment correlation coefficient was computed to determine if there was a relationship between the two variables, time and score. Although there was no significant difference (p =.360) in the relationship of learning time and test scores for the control group, there was a significant difference (p =.002) in the relationship of these variables for the experimental group