THE EFFECTS OF USER CONTROLLED PRESENTATION RATE OF TELEVISION PROGRAMMING ON LEARNING COMPREHENSION, RETENTION, AND MOTIVATION: AN EXPLORATORY STUDY

This study was designed to provide an exploratory examination of the concept of compressed media as it applied to learning from television. The term "compressed media" refers to the ability to play back television programming, or other forms of audiovisual media, at various speeds determined by the viewer while using speech compression/expansion technology to enable the viewer to hear the audio track in synchronization with the visual material. Of principal interest were the effects of allowing more user control over the presentation of the material and the identification of effective design characteristics for the video equipment used for such program rate control.;The modified video equipment was then used in a study designed to test the design characteristics and capabilities of the equipment, the degree to which the equipment and the variable speed playback process influenced the motivation and attention of the viewer, and the degree to which the viewer's learning comprehension and retention were influenced by the ability to manipulate the rate of program presentation.;Subjects were selected from fourth, eighth, and eleventh grade public school students in a city school system with a student population of 13,000. Subjects were divided into two groups, those who were allowed to vary the rate of the test program, and those who viewed the program at normal speed in a traditional classroom setting. Both groups were administered a post-test following the viewing of the test program. Subjects were then interviewed concerning the program, the viewing process, and, for the rate varying subjects, the rate manipulation process. Post-test scores and interview data were analyzed, along with data obtained from observations made during the viewing process, and from video tapes of subjects made during viewing process, and from video tapes of subjects made during the viewing of the test program.;Examination of the data obtained revealed that the subjects who manipulated the program rate were more attentive to the program material, and that the manner in which they chose to view the program was very dependent upon the individual subject. This includes both the time that each subject spent viewing the program and the manner and degree to which the subject manipulated the playback rate. Examination of the interview data and the observation data pointed out the need for modifications in the playback equipment's design to improve it's useability, and also the need for more extensive subject training in the development of skills needed to effectively comprehend compressed or expanded speech. Analysis of post-test scores confirmed that the majority of subjects did learn from the test program, but there was no evidence to support the contention that learning comprehension or retention was significantly improved by allowing the viewer to control the rate of program presentation. Possible negative influences contributing to the lack of increase in comprehension and retention include, but are not limited to, the difficulty subjects experienced in comprehending the compressed or expanded audio track, manipulation difficulties with the equipment, and the fact that subjects were familiar with the content of the test program.;At the time of the study, no video tape playback equipment was commerically available which would allow the viewer to vary the playback rate of the program while providing for compressed or expanded audio output. It was therefore necessary to select a currently available variable speed playback videocassette recorder and modify it by inserting speech compression/expansion electronics into the audio output circuitry.;The results of the data analysis were used to develop design parameters useful for further study and to generate implications concerning the concept of compressed/expanded media and its future application in both public communication and in the formal educational process.