The interaction of learning styles with learner control treatments in an interactive videodisc lesson on astronomy

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Lawrence Barrett Burwell (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Keith Wright

Abstract: The purpose of this study was to examine the interaction of different learning styles with different instructional presentations involving learner control while using an interactive videodisc system. Specifically, the issue was to determine if field-independent and field-dependent learners would perform differently from each other under different instructional treatments where the amount of learner control was varied through the environment of interactive videodisc learning. Learning styles were measured by the Concealed Figures Test, which identified the learner as being either field dependent or field independent. The eighty-seven college students participating in the study were randomly assigned to one of three treatment groups, Program Control, Student Control, or Experimental Control. The Program Control treatment provided the learner limited choices in the pace, path, and amount of instructional exposure. The Student Control treatment provided the learner maximum choices as to pace, path, and amount of instructional exposure. The Experimental Control treatment was a non- interactive videodisc program, consisting of a self-study guide.

Additional Information

Language: English
Date: 1989
Interactive videos
Computer-assisted instruction

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