October 2006 Volume 9 Number 4

Montazemi, A. R. (2006). The Effect of Video Presentation in a CBT Environment. Educational Technology & Society, 9 (4),
123-138.
The Effect of Video Presentation in a CBT Environment
Ali Reza Montazemi
DeGroote School of Business, McMaster University, 1280 Main St. West, Hamilton, ON L8S 4M4, Canada
Tel: +1 905 529 7070 Ext. 27434
Fax: +1 905 521 8995
montazem@mcmaster.ca
http://www.business.mcmaster.ca/msis/profs/montaz
ABSTRACT
Multimedia is increasingly used to enhance human-computer interaction in a variety of formats (text,
graphics, audio, animation, and video). The challenge is how to use the most effective presentation format
that would result in performance improvement. This paper addresses the added value of video
presentations in a technology-mediated learning environment for a basic Management Information System
course at MBA level. We postulate two hypotheses that take into account students’ mastery learning and
satisfaction with regard to the usefulness of video presentation, moderated by students’ self-interest to learn
the subject matter (i.e., intrinsic motivation). Our analysis, on the basis of empirical research, shows that
the subjects find a learning environment supported with video presentations is more useful. Their intrinsic
motivation to learn the subject matter had a significantly positive effect on their satisfaction with the
availability of video presentations. Video presentations had no significant effect on their performance on
exams, however.
Keywords
Video presentation, Multimedia, CBT
Introduction
The most significant applications of multimedia are in (1) education and training, (2) communications,
coordination, and collaboration, and (3) entertainment. With the growth of the new market for multimedia, end
users, application developers, and content providers face the challenge of how to effectively manage, organize,
and access the vast amount of information they accumulate. The focus of this paper is on the effect of video
presentation for education and training in the context of technology-enabled learning media. There is an
increasing expectation that information technology will enhance the learning process (Benbunan-Fich, 2002).
This expectation is based on the notion that information technology, by supporting interactive instruction, will
encourage students to be more responsible for their own learning. In this endeavor, the design of information
technology should be based on well-grounded theories of learning processes (Alavi and Leidner, 2001; Hannafin
and Rieber, 1989; Leidner and Jarvenpaa, 1995). For example, Hannafin and Rieber (1989) caution, “The
emergence of computer-driven ‘hybrid’ technologies … has spawned unprecedented interest, yet advances in
technological capability alone no more improve instruction than sharpened pencils improve prose.” More than a
decade later, a research essay by Alavi and Leidner (2001) calls for greater depth and breadth of investigation
into technology-mediated learning. It seems that in spite of the large number of reported research findings, we
know little about the effective means of applying and managing information technology in support of the
learning process. This is mainly due to the intricacy of the task at hand, for the dynamic nature of the interaction
between the environmental factors (i.e., instructional strategy and information technology) that affect the
learning process is complex (Alavi and Leidner, 2001; Carroll, 1997; Leidner and Jarvenpaa, 1995).
For example, let us consider the usefulness of dynamic visuals such as video presentations when used in support
of learning. Video presentation is used routinely in support of classroom lectures to enhance the learning
process. Inclusion of video in support of learning is expensive, and this means that we must make sure that it
benefits the learner. This paper presents the findings from an empirical investigation into the effectiveness of
video in a computer-based tutoring environment.
Computer-based tutoring (CBT) systems have been used in diverse learning environments to enable the learner
to self-pace in acquiring the pertinent materials. In such systems, feedback is a critical part of effective learning,
and it is expected that active involvement will lead to more effective learning than will passive involvement.
CBT systems are generally based on the stimulus-response-feedback views of learning that are associated with
the objectivist model of learning (Leidner and Jarvenpaa, 1995; Montazemi and Wang, 1995-a; Retalis and
Papasalours, 2005; Stone, 2001). Thus, CBT can be viewed as enhancing the cognitive information processing
of learners by tailoring the learning process to individual needs (Leidner and Jarvenpaa, 1995; Montazemi and
Wang, 1995-b). The learner is guided by the CBT system so that he or she reaches the predefined learning
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