Abstract
Fifty-seven college students watched a videotape and then took a comprehension test. Participants in the control group watched without taking notes, those in t k notes group took notes while watching, those in the guided notes group took notes a questions given in advance, and those in the interactive group orally replied to questions while watching. There was a significant effect of viewing method (p <. 05). Comprehension was high in the guided notes and interactive groups, and a significant interaction (p < 05) showed that this advantage occurred for implicit but not explicit questions. Videotape viewing methods that focus students on relevant concepts and encourage active participation appear to be most effective.
