TY - JOUR
T1 - IS MORE ALWAYS BETTER? THE SEPARATE AND COMBINED EFFECTS OF A COMPUTER AND VIDEO PROGRAMME ON MATHEMATICS LEARNING
AU - MEVARECH, ZEMIRA
AU - SHIR, NURIT
AU - MOVSHOVITZ‐HADAR, NITSA
PY - 1992/2
Y1 - 1992/2
N2 - 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
AB - 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
UR - http://www.scopus.com/inward/record.url?scp=84981986606&partnerID=8YFLogxK
U2 - 10.1111/j.2044-8279.1992.tb01002.x
DO - 10.1111/j.2044-8279.1992.tb01002.x
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AN - SCOPUS:84981986606
SN - 0007-0998
VL - 62
SP - 106
EP - 116
JO - British Journal of Educational Psychology
JF - British Journal of Educational Psychology
IS - 1
ER -