Showing papers on "Interactive video published in 1986"

The effects of progressive interactivity on learning from interactive video

Abstract: The effects of systematically varied interactivity on learning from interactive video were studied. A total of 98 high-school students served as subjects. Four increasingly interactive versions of instruction were used. After receiving the instruction, students took a 23-item recall test. Recall was significantly affected by the amount and type of interactivity provided. The fully interactive version yielded the greatest recall but took longer to complete than any of the other presentations. Time to complete the instruction was shortest, and the resulting rate of learning was greatest, for the simple linear video presentation.

Research and evaluation models for the study of interactive video

Abstract: An apparatus for controlling electric welding processes with consumable electrodes by generating electric pulses of the variation in the welding parameters, the voltage, current or mechanical vibration, in the workpiece. These variations which are characteristic for the melting during welding are picked up, transformed and supplied to a signaling device to furnish a statement on the transfer of the material which the welder uses to correctly guide the electrode.

The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students:

Abstract: This study compares the effectiveness of a videodisc curriculum that incorporates principles of instructional design (including discrimination practice and cumulative review) with a traditional bas...

A Framework for Incorporating Orienting Activities in Computer-Based Interactive Video.

Abstract: A good deal of research has been published concerning the effects of orienting activities on learning. Orienting activities include advance organizers, embedded pre-questions, behavioral objectives, as well as other strategies designed to prepare the learner for instruction. This paper focuses on the presumed functions of orienting activities and the implications of such functions for the design of computer-based interactive video. In addition, the application of empiricallyfounded principles in the design and production of computer-based interactive video is described.

Audiovisual system for simulation of an interaction between persons through output of stored dramatic scenes in response to user vocal input

Abstract: A method and apparatus for producing an interactive video drama employing a personal computer, a voice recognition device, and a programmable videodisc player. A plurality of dramatic scenes are stored on a videodisc and displayed to the user in response to spoken commands. At certain scenes designated as decision points, the next displayed scene is selected based on a probability technique. By storing audiovisual representations of a speaking human being and by selecting scenes for display based on spoken input signals, the apparatus provides the illusion of dialog between a user and prerecorded human characters.

Interactive Video in the Classroom: A Field Study.

Abstract: The purpose of this field study was to examine an instructional technology for teaching a life enhancement skill to handicapped learners. Twelve spedal education teachers taught an eight-lesson interactive video-based curriculum to 116 secondary-aged mildly (105) and moderately (11) handicapped students. These teachers / students represented 17 high school classroom settings in the State of Oregon. Five measures were used to evaluate a number of dimensions, including learning performance gains, and teacher and student satisfaction with the curriculum. Results were promising across all measures. Interactive video is an instructional technol ogy which combines computer assisted in struction and educational television. More technically, it has been defined as . . a sys tem of communication in which recorded video information is presented under com puter control to active 'users,' who not only see and hear the pictures, words, and sounds, but also make choices affecting the pace and sequence of the presentation" (Hoekema, 1983, p. 4). Given the instructional benefits of both the computer and video mediums, this combined technological teaching mode ap pears to be most promising for handicapped learners. Interactive video with the handicapped has received only scant attention in the literature due to its newness. In fact, only 37 of 500 references pertained to interactive video in two comprehensive bibliographic reviews on computer technology with handicapped in dividuals (Browning, Zembrosky Barkin, White, & Nave, 1985; Nave, Browning, & Carter, 1983). In spite of this literature void, there is some evidence of a growing interest in this instructional technology for special learners. First, the Office of Special Education and Rehabilitative Services has recently awarded research grants on interactive video to the University of Maryland (Malouf, 1983 1984), Denver University (McCombs, 1985 1989), Penn State University (Prinz & Nelson, 1984-1986), the University of Oregon 1 The preparation of this paper was supported, in part, by grants from Special Education Projects (#G008430076) and the National Institute of Handicapped Research (G008300147), Office of Special Education and Rehabilitative Services, U.S. Department of Education, Washington, D.C. (Browning, 1983-1985; 1985-1987), the Oregon Research Institute (Irvin, 1983 1985; Singer, 1985-1988; Sowers, 1984 1986), and Macro Systems, Inc. (Appell, 1985-1989). Second, there are several re search and development programs currently underway at Utah State University (Thork ildsen, Allard, & Reid, 1983; Thorkildsen & Hofmeister, 1984), University of Nebraska (Nugent & Stepp, 1984; Propp, Nugent, Stone, & Nugent, 1981), Rochester Institute of Technology (Newell, Sims, & Clymer, 1984) and the North Mississippi Retardation Center (Payne, 1984; Payne & Antonow, 1982). Staff at the University of Oregon's Reha bilitation Research and Training Center also have established a research and development program on interactive video. This program is known as Project LIVE, which is an ac ronym for Learning through Interactive Video Education. The scope of this program and its activities has been more fully described elsewhere (Browning, Nave, White, & Zem brosky Barkin, 1985). One Project LIVE un dertaking is to develop interactive videodisc based curricula on living skills that enhance handicapped learners' functioning in the community. The purpose of this paper is to report the results of the first of a series of field studies using this interactive video courseware with mentally handicapped stu dents in the secondary classroom.

Teaching Life Enhancement Skills with Interactive Video-Based Curricula.

Abstract: The Project LIVE curriculum series is intended to facilitate the transition for handicapped learners from school to community. Distinctive curricular features include the: (a) focus on Life Enhancement Skills as content-domains; (b) utilization of multiple teaching strategies as the crux of the instructional design; and (c) simulation of life-events through interactive video technology. The series is constructed to reinforce the amount of teacher guidance and curricular flexibility that are necessary to meet the diverse needs of exceptional students.

A Practical Introduction to Authoring for Computer-Assisted Instruction: Part 6: Interactive Video.

Abstract: Many computer-based training and learning situations require audio support for their effective implementation. This paper provides a description of some of the facilities currently available for providing this support. It outlines some author languages in which sound processing plays a predominant role and concludes with an overview of some CAL application areas that utilize interactive audio techniques.

A Comparison of Noninteractive and Interactive Video Instruction about Smokeless Tobacco

Abstract: To compare learner cognitive and affective responses to a lesson on smokeless tobacco, 205 undergraduate students were randomly assigned to a control or one of three experimental groups. Experimental groups viewed a videotape in the classroom or individually, or viewed an interactive video version of the lesson. They then completed a questionnaire to ascertain knowledge and attitudes about smokeless tobacco and lesson satisfaction. The interactive video group demonstrated the most accurate and comprehensive recall. While neither videotape group answered as many questions correctly as the interactive video group, the individual videotape group did better than the classroom videotape group and all experimental groups did better than the control group. Additionally, the interactive video group was more willing to promote cessation among users. Learner satisfaction with the interactive video equipment and lesson was high. The increased knowledge and motivation to act reported suggest opportunities for future ...

The use of interactive video to demonstrate differential approaches to marital and family therapy

Abstract: This article outlines the development of an interactive video system designed to demonstrate differential approaches to family therapy using identical therapy situations. The primary purpose of the project is to resolve some of the confusion many novice family therapists experience while being exposed to the numerous family therapy approaches. Technical aspects of the interactive video system are also outlined.