The Generative Effects of Instructional Organizers with Computer-Based Interactive Video

Abstract

Sixty-one nursing students and faculty were studied to compare the use of participatory graphic organizers to final form graphic organizers and advance organizers as adjunct instructional aids for computer-based interactive video. The participatory form was hypothesized to be more representative of Wittrock's generative learning hypothesis. The more generative form was thought to engage the learner in a more active, overt learning activity than the other two forms, which depend upon their nominal stimulus characteristics for effect and, therefore, to be more effective in assisting the learning and retention of the program material. Results did not support this hypothesis. The participatory group actually achieved the lowest mean scores. Moreover, the difference between the mean scores of the final form and participatory graphic organizer treatment groups was statistically significant at the p ≤ 0.01 level on both posttests. Interview data indicated the effectiveness of the final form graphic organizer treatment likely derived from the guided discovery approach of the CBIV program which appeared to cause considerable learner disorientation. The final form graphic organizer contained specific information to allow that treatment group to successfully navigate the disorienting sequences and to concentrate more fully on the content of the program.