| The use of streaming video in Web-based instruction was investigated to determine its effectiveness as an augmentation to a text and still image-based Web-based tutorial. Subjects received a Web-based database tutorial that was either primarily text or enhanced with streaming video clips. Effectiveness was measure by achievement score differences between groups either viewing or not viewing streaming video clips, and by beliefs statements rated by participants in the streaming video treatment group. Five participants were interviewed to further explore their beliefs and attitudes towards streaming video and Web-based instruction. Subjects were identified by demographic characteristics including gender, age range, academic college, undergraduate/graduate status, Internet access location used for the study, either home or campus computer lab, and prior experience level with the World Wide Web. No significant differences were found on achievement scores between groups either viewing or not viewing streaming videos. Age range, academic college, undergraduate/graduate status, and Internet access location resulted in significant differences on certain beliefs about streaming video relating to learning and attention holding. Significant correlations were found between age range, undergraduate/graduate status, Web experience level, pre-test and post-test scores, and beliefs about learning, attention holding, and problems with streaming video in a Web-based instructional environment. Analysis of the interviews revealed a number of themes. The first was that subjects felt the streaming video clips acted as a learning reinforcement. Related to the theme of reinforcement, the subjects believed the clips helped hold their attention and fit their learning style. Additionally, the streaming video clips created a feeling of the presence of the instructor. The size and appearance of the streaming video clips did not seem to affect beliefs or attitudes towards the clips. |
