This study compared the levels of attention and recall of 72 Attention Deficit Disordered (ADD) children when exposed to examples of appropriate and inappropriate social. behaviour using both linear video and level three interactive video. The study sought to establish whether the use of level three interactive video improved the attention and recall of students with learning and attentional difficulties. The results of the study indicated statistically significant treatment effects for both attention and recall in favour in interactive video. The findings suggest that given higher user interaction, the subjects in this study were able to attend to a modelling sequence and recall information more effectively than when passively viewing linear video. This is a particularly important finding for children with attentional deficits, who have limited ability in sustained or selective attention. The strong effects associated with IVD technology would suggest that media can be an important variable in education research and contradicts assertions about the inadvisability of media comparisons. The broader implications of the finding for the use of IVD technology in teaching social skills will be discussed.
|Please cite as: Carroll, A., Bain, A. and Houghton, S. (1992). Interactive video technology: A winner for hyperactive kids. In Promaco Conventions (Ed.), Proceedings of the International Interactive Multimedia Symposium, 207. Perth, Western Australia, 27-31 January. Promaco Conventions. http://www.aset.org.au/confs/iims/1992/carroll.html|