Examines the effectiveness of various types of feedback in interactive video instruction. Participants were 43 undergraduate students. Results showed no significant difference among the three groups of (1) video only, (2) feedback, and (3) elaborate feedback. Summary, multiple-choice test, and sample question/response are appended. (Author/AEF)

Notetaking and note reviewing appear to increase learning from conventional instruction. An experiment on notetaking with interactive videodisk (IVD) did not mirror these findings. With the IVD lesson, no statistically significant effects were associated with notetaking or reviewing, either conventional or matrix notes. (AEF)

An interactive videodisc (IVD) system enables a student to practice skills that would otherwise be too costly or dangerous to attempt. IVD designers, utilizing the principle of hypermedia, stimulate students with realistic imagery and sound and branching options. The computer is able to evaluate the student's entry skills, identify deficiencies,…