Learning sets: Kinescope vs film
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For the population of subjects, and the films and kinescope recordings used in this series of experiments, it made little or no difference whether a given film was represented as being a “kinescope recording” or a training film, or whether a given kinescope was represented as being a “training film” or a kinescope recording of a TV program.
This study was in no sense a comparison of the teaching effectiveness of training films and kinescope recordings as such. Since we did not have a film and a kinescope presenting the same material we could not compare the instructional effectiveness of a film and a kinescope.
The results suggest, however, that substantial learning resulted from seeing all the films and kinescope recordings used in the study, but the exact learning gains, as measured by pre-and post-tests, are not solely dependent on the films or kinescopes, but include also the effect of the pretests.
A possible reason for the discrepancy between these results and those of Jackson is that the “novelty effect” of television has “worn off” since the date of his study (April 1952).
KeywordsMain Experiment Television Program Wire Rope Novelty Effect Instructional Effectiveness
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- 1.Jackson, Robert. “Learning from Kinescopes and Films.”Technical Report SDC 20 TV 1.Google Scholar
- 1.These are uncofrected means. In view of the small differences between groups on the matching tests, the corrected means would be substantially similar.Google Scholar
- 1.Uncorrected means.Google Scholar
- 1.See Stein, J. J.The Effect of a Prefilm Test on Learning from an Educational Sound Motion Picture. SDC 2697-35. The Instructional Film Research Program. Pennsylvania State University, Port Washington, L. I., N. Y.; Special Devices Center, 1952.Google Scholar