Learning from Film with Particular Reference to the Effects of Cueing, Questioning, and Knowledge of Results

Abstract

Methods for improving the effectiveness of instructional films by incorporating devices to encourage learner participation during brief intervals in the film showing, though intensively researched in the 1950s, appear to be little used when 16mm films are shown today. After a brief review, this paper describes an experiment in which the main variables—cueing, questioning, and providing knowledge of results—have been incorporated into a single research design.

Postgraduate students were shown two films on educational psychology. Restatement, during intervals in the film showings, of the most important items of information to be learnt led to a highly significant increase in post‐test performance on these items, almost doubling the gain ratio. But this effect did not generalise to other items. Neither the provision of the opportunity for increased active participation (by encouraging students to formulate their own answers to the questions asked before being provided with the correct answers) nor cueing (by presenting the relevant items before rather than after the section of film to which they referred) significantly affected the test scores.

Additional information

Notes on contributors

D. C. B. Teather

Dr. David Teather was, at the time of writing this paper, a Lecturer in the Audio‐Visual Aids and Programmed Learning Unit, University of Liverpool, and is now Academic Director, Audio‐Visual Learning Centre, University of Otago, Dunedin, New Zealand.