Schare B L, Dunn S C, Clark H M, Soled S W, Gilman B R
University of Cincinnati, College of Nursing & Health, OH.
J Nurs Educ. 1991 Mar;30(3):109-13. doi: 10.3928/0148-4834-19910301-05.
The purpose of this experimentally designed study was to determine the effects of an interactive videodisc program, entitled "Diabetic Health Assessment," versus traditional lecture on cognitive learning and affective behaviors of baccalaureate nursing students. It was hypothesized that: 1) there would be no significant difference in the cognitive achievement scores between those students taught by an interactive videodisc program (experimental group) compared to those students taught by a traditional lecture method (control group), and 2) there would be a statistically significant difference in student attitude toward learning between those students taught by an interactive videodisc program compared to students taught by a traditional lecture method. Eighty-three third-year baccalaureate nursing students at a major urban university served as subjects and were randomly assigned to either a control (n = 41) or an experimental group (n = 42). The multivariate analysis of covariance with two criteria and the pretest as the covariate was significant (p = .000, df = 4, 140) indicating that the adjusted posttest scores on the two measures were significantly different for the experimental group compared to the control group. The univariate F for the cognitive measure was nonsignificant (p = .283, df = 2, 72) indicating that students' achievement under interactive video is not significantly different than under traditional lecture. The univariate F for the affective measure was significant (p = .000, df = 2, 72) indicating that the students learning by interactive video possessed a more positive attitude toward learning than those learning by traditional lecture method of instruction.
这项实验设计研究的目的是确定名为“糖尿病健康评估”的交互式视频光盘程序与传统讲座相比，对本科护理专业学生认知学习和情感行为的影响。研究假设如下：1）与采用传统讲座方法教学的学生（对照组）相比，采用交互式视频光盘程序教学的学生（实验组）在认知成绩得分上不会有显著差异；2）与采用传统讲座方法教学的学生相比，采用交互式视频光盘程序教学的学生在学习态度上会有统计学上的显著差异。一所大型城市大学的83名三年级本科护理专业学生作为研究对象，被随机分为对照组（n = 41）或实验组（n = 42）。以两个标准和前测作为协变量的多变量协方差分析具有显著性（p = .000，自由度 = 4, 140），表明与对照组相比，实验组在两项测量上的调整后测得分存在显著差异。认知测量的单变量F值不显著（p = .283，自由度 = 2, 72），表明交互式视频教学下学生的成绩与传统讲座教学下的成绩没有显著差异。情感测量的单变量F值具有显著性（p = .000，自由度 = 2, 72），表明通过交互式视频学习的学生比通过传统讲座教学方法学习的学生对学习持有更积极的态度。
