Comparison of Text and Video as Forms of Feedback during Computer Assisted Learning

Abstract

This study compared the effectiveness of textual feedback to video feedback during Computer Assisted Learning (CAL). Based upon the assertions of Dual Coding Theory (Paivio), it was hypothesized that video feedback would result in superior learning and retention compared to textual feedback. Two computerized biology lessons were administered to secondary students ( N = 60). Lessons consisted of a brief text introduction followed by multiple-choice questions with text or video feedback. Students received one lesson with textual feedback and one with video. Learning and retention were tested at the knowledge and comprehension levels. Students also indicated preference for feedback type. Between-subject MANCOVAs comparing text to video found that video feedback resulted in superior learning and comprehension. A Chi-square analysis indicated that students preferred video to text as feedback.