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Proceedings of the Annual Meeting of the American Educational Research Association


Fifty-eight Education graduate students took a forty-minute computer-based instructional module on introductory statistics with a built-in solicited guidance mechanism. Subjects were randomly assigned to programs that used one of four types of advisement: on-screen digitized video of a human advisor, onscreen text-based advisor, pull-down digitized video of a human advisor, or pull-down text-based advisor. Results indicated that The on-screen video-based advisor condition resulted in higher advisor use than both the text-based and video-based pull-down advisor conditions. Advisor use was significantly correlated with performance during instruction, to time spent during instruction, and to television hours watched per week, but not with retention scores. Two nonsignificant, but inviting, findings were that the video-based on-screen advisors were used twice as much as text-based on-screen advisors and active learners used advisement three times as often as passive learners.


Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, April, 1998.

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