IS MORE ALWAYS BETTER? THE SEPARATE AND COMBINED EFFECTS OF A COMPUTER AND VIDEO PROGRAMME ON MATHEMATICS LEARNING

ZEMIRA MEVARECH, NURIT SHIR, NITSA MOVSHOVITZ‐HADAR

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    6 Scopus citations

    Abstract

    Summary. This study was designed to assess the combined and separate effects of instruction via a computer and video programme on students' learning processes, intrinsic motivation, and achievement in geometry. A 2times2 (Computer by Video) factorial design was employed. Participants were 268 fifth grade students who studied the same content for the same duration of time with different instructional technologies. Results showed that more media do not necessarily imply better mathematics learning. Although each programme in itself yielded significant effects on students' achievement, the “two‐media” and the “no‐media” yielded similar low learning outcomes. A similar pattern of differences was found on the level of mindfulness activated under the various conditions. In contrast, however, the study showed that students exposed to the combined programmes gained in intrinsic motivation more than students who learned with no‐medium. 1992 The British Psychological Society

    Original languageEnglish
    Pages (from-to)106-116
    Number of pages11
    JournalBritish Journal of Educational Psychology
    Volume62
    Issue number1
    DOIs
    StatePublished - Feb 1992

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