Linear vs interactive video: Teaching and the transfer of learning of a professional skill.

• Main Author: Yoder, Marianne Eloise.
• Language: en
• Published: The University of Arizona. 1989
• Online Access: http://hdl.handle.net/10150/184902

This study utilized an experimental design to measure cognitive learning of aseptic technique immediately after treatment and two weeks after treatment, and transfer of learning of the cognitive principles to a clinical skill. Baccalaureate nursing subjects were randomly assigned to either a linear video tape or computer assisted interactive video tape (CAIVI) group. Independent variables covering conative, cognitive, and affective learner characteristics were measured. Five hypotheses were tested. Data for this study were collected by means of investigator-developed pretest, posttest, and retention test, as well as a clinical performance checklist. Learner characteristics data were collected by means of the Group Embedded Figures Test (GEFT), Merritt and Marshall Learning Style Questionnaire, Mindfulness Survey, and the Salomon Amount of Invested Mental Effort (AIME) instrument. Academic ability was measured through the use of lower division grade point average. Results revealed that the most significant predictor of test scores was treatment group assignment and pretest scores. The CAIVI treatment group scored significantly higher on the posttest and clinical performance measure, likely as a result of a novelty effect. For both treatment groups, the factor contributing significantly to posttest scores was pretest score. However, for the retention test score, the factor contributing significantly was enjoyment of effort for the linear treatment subjects, and length of treatment time for the CAIVI treatment subjects. The effects of specific learner conative, cognitive, and affective characteristics were tested. Results revealed that none of the hypothesized relationships between learning and field independency/dependency, preferred learning style, mindfulness, or academic ability were supported. No significant aptitude-treatment interactions between the learner characteristics and treatment group were found. The CAIVI treatment in this study was found to be an effective teaching method for these subjects. However, the use of CAIVI in any professional curriculum should not be based solely upon the results of this study. The effectiveness, cost, and appropriateness of CAIVI must be considered before adoption.