共查询到20条相似文献，搜索用时 46 毫秒
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Interactive instructional technologies, such as computer-assisted interactive video, appear to offer unique capabilities.
However, little research exists to support the instructional applications of interactive video. The purposes of this paper
are: a) to evaluate the relevance of existing research in the component technologies to interactive video; b) to describe
several important assumptions and issues associated with the use of interactive video; and c) to propose a propositional framework
for use in the study of computer-assisted interactive video. 相似文献
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John Eary 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):365-368
The National Computing Centre (NCC) has developed an interactive video training system for the Scottish Police College to help train police supervisory officers in crowd control at major spectator events, such as football matches. This approach involves technology‐enhanced training in a group‐learning environment, and may have significant impact on management training methods. 相似文献
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Summary The evaluation and selection of interactive video hardware is a difficult process even for experts. There seems to be a multitude
of models, options, peripherals, and prices. The task becomes even more perplexing because of rapid advances in the technology.
What is new today may be obsolete tomorrow. Using the checklist should help make your job easier. It allows you to compare
computers “apple for apple.” The recommendations listed are general suggestions. Different organizations may require most
or less than what is recommended. Always plan for at least the minimum requirements of your software, even if those requirements
are above our recommendations. 相似文献
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John Gardner Helena McNally 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(1):30-41
This paper reports on a project commissioned by the National Council for Educational Technology and designed to investigate the potential for interactive video to support students and mentors in school-based initial teacher training (ITT). Its results derive from an empirical study in 26 schools, currently using interactive video in staff development. The work focused on three parallel questions relating to the new models of school-based training: what are the training needs of the students, their mentors and ITT tutors?; what features of interactive video make it a feasible and appropriate means of distance learning in this context? and how is interactive video currently being used in schools' staff development? A primary concern was to investigate the potential of interactive video to offer a consistent core of training that would cover a breadth of training experiences, regardless of the student's placement. Using the Quality Management in Schools interactive video disks (QMS I and II 1990/91) as the focus, the modes of usage and perceived value of interactive video in staff development are considered. The report concludes by commenting on the potential of interactive video for ITT. 相似文献
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Brian Jones 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(3):185-190
This paper reports on the ways in which interactive video based courseware is being used with classes studying for vocational qualifications in a UK higher education establishment. A large percentage of videodisc based material assumes a single user model. This makes it resource intensive and can dilute the learning points. At Thames Valley University (TVU) the author uses two alternative models successfully to harness the benefits of interactive video. The first is the 'science-lab'model, with multiple workstations but only single courseware copies. The second is a single workstation tutor-led model. The use of these models has implications for courseware designers as well as course tutors. 相似文献
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交互式DVD视频光盘的应用与制作 总被引：1，自引：0，他引：1
黄翠芳 《中国现代教育装备》2009,(4):59-60
交互式DVD视频光盘既可以承载视听资源,又具有多媒体CAI课件的交互性。而且相对于视频点播等网络应用而言,交互式DVD视频光盘对应用设备的要求低,图像质量好,在学生自学、课堂辅助教学中都能发挥重要的作用。交互式DVD视频光盘可以为视听资源的应用提供一个新的思路。本文主要阐述了交互式DVD视频光盘的作用,并介绍了DVD光盘的格式类型以及交互式DVD光盘的制作方法和步骤。 相似文献
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Richard J. Phillips Daniel Pead John Gillespie 《Educational Studies in Mathematics》1995,28(2):133-154
In order to understand the role of interactive video (IV) in mathematics classrooms, teachers were given a set of IV resources which were very mixed in character and style, and from which they could freely select. These were used in lessons over an extended period, in some cases two years or longer. By interviewing and by observing lessons, it has been possible to draw some tentative conclusions about the relative merits of different styles of IV in mathematics classrooms. IV resources are often managed in a similar way to computers and this similarity seems to have influenced teachers' opinions and choices. However, the affective impact of video was also evident in teachers' choices. A complex picture emerges with no one style dominating. 相似文献
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Lemuel C. Schaffer Michael J. Hannafin 《Educational technology research and development : ETR & D》1986,34(2):89-96
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.
An erratum to this article is available at . 相似文献
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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.Grumman Aerospace Corporation 相似文献
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Kathleen Dodge Kelsey 《The American journal of distance education》2013,27(1):63-74
Abstract Fully interactive learning environments have been demonstrated to increase student satisfaction, learning, and retention in the educational environment. Using Moore's (1989) framework for interaction in distance education settings, this study investigated participant interactions in a course delivered to five sites by interactive compressed video (ICV) technology. The purpose of this study was two‐fold—to determine the extent to which participants took advantage of opportunities for interaction and to note their perceived barriers to interaction. The participants failed to take full advantage of the opportunities for interaction provided in the course context. Seven barriers to interaction, which focused on ICV technology limitations and student situational and dispositional characteristics, were identified. Implications for practice and future research are discussed at the conclusion of the study. 相似文献
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The learning of plants has garnered considerable attention in recent years, but students often lack the motivation to learn about the process of plant growth. Also, students are not able to apply what they have learned in class in the form of observation, since plant growth takes a long time. In this study, we use augmented reality (AR) technology to develop the ARFlora system, which can assist students in observing the changes in plant growth while in the classroom. More specifically, students are able to use AR markers to manipulate various virtual objects (e.g. sunlight) and observe the changes they have on plant growth. Meanwhile, a quasi-experimental evaluation is in place to substantiate the effectiveness of ARFlora in the learning of plants and to compare it with digital video learning. In the quasi-experimental design, 55 elementary-school students participated in the study. The participants are divided into two groups, an “experimental group” and a “control group.” The experimental group was taught using the ARFlora system, while the control group was taught by employing the digital video. Results show that (1) ARFlora and digital video have the same effectiveness on student's learning outcomes; (2) ARFlora is more effective in helping students retain learned knowledge; and (3) ARFlora is comparatively more useful in motivating students to learn about plants. 相似文献
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Philip Chambers 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(1):31-39
Ten pupils with moderate learning difficulties worked on a series of mathematics related activities while visiting a school providing a whole range of multi-media. The investigation suggests that IV has a particular contribution to make in meeting special educational needs. In addition to specific benefits in the teaching and learning of mathematics, the technology proved to be a facilitator in the areas of geography and life skills. There was also some evidence to suggest that IV can help to raise self-esteem, provide equal opportunities and support collaborative learning. Sense of ownership, language development and motivational characteristics, together with the promotion of attention and the accompanying benefit for teachers of the reduction of anxiety over discipline, are other factors suggesting the usefulness of the medium in this context. 相似文献
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Timothy L. Phillips Michael J. Hannafin Steven D. Tripp 《Educational technology research and development : ETR & D》1988,36(2):93-102
The purpose of this study was to examine the combined effects of orienting activities and levels of practice on learning from
interactive video. Participants were 72 college students. Each participant was randomly assigned to an orienting activity
group and to one of three practice groups: No Practice, Limited Practice, or Elaborate Practice. The lesson, which focused
on characteristics of various artists and art periods, included practice for one half of the facts and applications cued initially
via the orienting activity. The posttest included both new and repeated items for both facts and applications taught during
the lesson. Results indicated significant main effect differences related to item familiarity and practice. In addition, interactions
were detected between type of learning and practice, and item familiarity and practice. 相似文献
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Alan Bain Stephen Houghton Howard Farris 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(3):196-202
The purpose of this study was to investigate the relationship between interactive video based teacher ratings and direct classroom observation of social skills. The behaviour of 25 randomly selected grade seven children aged between 11 and 12 years was rated by nine teachers using items from an interactive video social skills rating scale (Bain 1989). A video camera was then placed in each of the teacher's classrooms for one week to sample the actual behaviour of the target children. Measures obtained showed correlations ranging from — 0.39 to 0.77, whilst percentage agreement between rated and actual behaviour varied from 28% to 74% over the course of the study. 相似文献