A comparison of student performance following instruction by interactive videodisc versus conventional laboratory

Abstract

This experimental study compared an interactive computer/videodisc learning approach to the conventional laboratory approach for learning biology concepts and science process skills. Students at a large midwestern university were randomly assigned to instruction on respiration and biogeography by interactive videodisc or a traditional laboratory investigation teaching the same concepts. The videodisc delivery system consisted of a TRS‐80 Model III microcomputer interfaced to a Pioneer laser disc player and a color TV monitor. Results show no statistically significant differences between the two approaches for student grades on laboratory quizzes, laboratory reports, and the laboratory final exam. However, the interactive videodisc group required approximately one‐half the classroom time used by the conventional laboratory group. The two approaches appear equivalent when evaluated by traditional learning outcomes, but the interactive videodisc strategy was significantly more time efficient than a traditional laboratory approach.