October 2006 Volume 9 Number 4

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whether such learning materials in the form of videos are useful to the learning process when embedded in a CBT system. Experimental Design We used a 2x2 factorial design with one between-subjects factor and two repeated trials to assess the stated hypotheses. The between-subject factor was the presence or absence of the AVI videos embedded in a CBT system. Two dependent variables used were the usefulness of the video presentations in support of the learning materials and students’ test score gained from two exams. Students’ intrinsic motivation to learn the subject matter and self-regulated learning behavior, assessed through two structured questionnaires, were used as covariates. Subjects Fifty-one students registered in a basic Management Information Systems course at the MBA level were asked to participate in this investigation by completing the following steps for 5% extra credit towards their final grade. Student participation was optional and they could drop out at will. Forty-eight students completed the experiments. None of the subjects were disabled. Procedures There were four exams, three weeks apart, for the students to take. Each exam, which consisted of 50 multiple choice questions with medium-level of difficulty, was to cover 3-4 chapters of the textbook materials. The results of the first two exams were used to assess random assignment of the students to two groups (See Appendix A). Assessment of the stated hypotheses was based on exams 3 and 4. A 44-item questionnaire, adopted from Pintrich and DeGroot (1990), to assess the learner’s “motivation” and “self-regulated learning” (Appendix B) was administered when the class had covered half the textbook and taken the first two exams. By covering about half of the textbook materials and completing two exams, students were expected to have a better understanding of their interest in the subject matter. Next, students were randomly placed into two groups (Table 1). Each student in one group received a CD that contained E-Tutor (with video), and each subject in the other group received a CD that contained E-Tutor (without video). Students participating in this investigation were required to use E-Tutor to prepare for the two scheduled exams 3 and 4. This repeated trials made it possible to assess the effects of videos embedded in the E- Tutor within and between groups. A hands-on demonstration of E-Tutor use was done to make sure that all students were familiar with the way the system functioned. Table 1: Assignment of the subjects to the two test groups Treatment Trial 1 Trial 2 Subject with access to E-Tutor (with Video) 25 23 Subjects with access to E-Tutor (without video) 23 25 Trial 1: Subjects were required to complete the pertinent chapters in E-Tutor in order to prepare for the scheduled third exam. In addition, subjects who had access to E-Tutor (with video) were required to view all the pertinent videos. E-Tutor kept track of each student’s progress through the lessons and saved it in a “working file”. To make sure that all the subjects completed the assigned tasks, they were required to upload their working files to a site. This upload included captured data about the date that the assigned chapters were completed, as well as the video files—for students with E-Tutor (with video)—that were viewed. Two weeks after receiving the E-Tutor CDs, students took a scheduled exam that consisted of 50 multiple-choice questions covering the assigned chapters of the textbook (Appendix C). Prior to viewing the questions, they completed a questionnaire to assess the usefulness of E-Tutor in support of related learning materials for the exam (Appendix D). Trial 2: The procedure followed in this trial was similar to trial 1, except that subjects who used E-Tutor (with video) in trial 1 exchanged it for E-Tutor (without video). Those with E-Tutor (without video) exchanged it with 127
E-Tutor (with video). Two weeks after exchanging the E-Tutor CDs, students took the fourth exam. Prior to viewing the questions on this exam, as in trial 1, subjects completed a questionnaire designed to assess their perceived usefulness of videos. Results We used MANOVA to assess within and between subject difference in regard to the E-Tutor’s usefulness with and without videos in support of learning and improved performance. Students’ “motivation” and “selfregulated learning” were included in the analysis as covariates. Levene’s test of equality of error variance of the dependent variables showed insignificant inequality across the groups (for usefulness F=0.49 (p=0.69) and for the tests 3 & 4 F=0.93 (p=0.43)). In addition, Box’s test of equality of covariance matrices showed insignificant inequality across groups (F=0.78 (p=0.63)). Hypothesis 1 states, “Inclusion of video in a CBT system has no effect on the learner's perception regarding the usefulness of the system”. The average score for the E-Tutor usefulness (Table 2) in the Trial 1 was: with video = 30.24 and without video = 27.64, and for the Trial 2: with video = 30.97 and without video = 28.39. The results of MANOVA test demonstrated that there was a significant difference (F=11.43), p
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October 2006 Volume 9 Number 4
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Guidelines for authors Submissions
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How Does Educational Technology Ben
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Adaptivity is one of the most impor
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3. Ease of editing and updating: wh
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Accessible and personalized Learnin
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From this definition, we figured ou
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Verifying contents Figure 3. The pa
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Figure 7. The ISA on line interface
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Adaptive Technology Resource Centre
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World Wide Web Consortium (1999a).
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guiding and supporting environment
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As an example, to improve the acces
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option). Although this finding migh
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of eLearning content and enhance th
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Hodgings, W. & Duval, E. (2002). IE
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the entire course of study. This sy
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information useful for the contextu
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Nr of student 25 20 15 10 5 0 a - w
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Vincenzo, a second year student, ne
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Evaluation Recently embodied conver
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The interaction may be performed on
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Poggi, I., Pelachaud, C., & de Rosi
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Lanzilotti, R., Ardito, C., & Costa
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quality in use, which is measured b
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process of designing high quality c
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eLSE methodology Designers and eval
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Execution phase Execution phase act
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on the inspection process and, cons
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Piccinini, N., & Scollo, G. (2006).
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Answers and reinforcement A.1: Use
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potential project ideas (from pure
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For each column in Table 2, the sum
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educational goals and the various r
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A new computerized Records Manageme
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eflected in artifacts and other str
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any distributed community include b
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message in order to obtain a respon
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Figure 3. Social network after intr
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increased face-to-face collaboratio
Page 81 and 82: References Bogenrieder, I. (2002).
Page 83 and 84: Donoghue, S. L. (2006). Institution
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Page 93 and 94: Resources The development of online
Page 95 and 96: courses where it is has little pote
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Page 99 and 100: Moore, M.G. (1998). Introduction. I
Page 101 and 102: Software reuse has two dimensions,
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Page 105 and 106: Didactics analysis This phase consi
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Page 113 and 114: Figure 12. Weaving content and dida
Page 115 and 116: complete user-specific (author, ins
Page 117 and 118: References ADL (Advanced Distribute
Page 119 and 120: Bender, D. M., & Vredevoogd, J. D.
Page 121 and 122: (see Figure 2). The incorporation o
Page 123 and 124: Figure 4: Example of Summary Image
Page 125 and 126: The competitive nature of design cl
Page 127 and 128: Dias, L. B. (1999, November). Integ
Page 129 and 130: materials built into the system. Th
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Page 135 and 136: empirically tested in TML environme
Page 137 and 138: Rieber, L. P., (1990). Animation in
Page 139 and 140: Appendix B The following 44 items r
Page 141 and 142: Appendix C A Sample of Exam Questio
Page 143 and 144: Appendix D Perceived Usefulness Que
Page 145 and 146: Kirkpatrick, and Peck (2001) have a
Page 147 and 148: 2001). The system thus aims to assi
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Page 151 and 152: of the dynasty. 3. Information on
Page 153 and 154: Comparing works designed using the
Page 155 and 156: Tselios, N., Stoica, A., Maragoudak
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Page 159 and 160: P(B|D) is the probability of a netw
Page 161 and 162: Online help adaptation using Bayesi
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Page 165 and 166: direct experimentation with a new s
Page 167 and 168: Figure 7. An example of use of the
Page 169 and 170: Cooper, J. & Herskovits, E. (1992).
Page 171 and 172: Goldberg, A. K., & Riemer, F. J. (2
Page 173 and 174: In addition to convenience, propone
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Page 177 and 178: Oppenheimer, T. (1997, July). The c
Page 179 and 180: The basis of reform in science educ
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participants that learning as a gro
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A hierarchy of Systems Identifying
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the change agents to recognize the
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Nonis, A. S., & O’Bannon, B. (200
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maintaining the interest levels of
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Focus group interviews with our stu
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course and again at the end of the
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second phase of valuing, commitment
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Kinzie, M. B., Whitaker, S. D., Nee
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Although this work is based on a st
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Website Design The MTP website (www
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Researchers, for review and coding
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quality that are the focus of the M
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Kelley, M. A., Whitaker, S. D., Nee
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or underserved populations. For exa
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2004 Baruch College Computer Center
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professional-level tools and resour
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Third, with the exception of the Om
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Hepp, P., Hinostroza, E., Laval, E.
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The AccessForAll strategy complemen
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of people with special needs, or di
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(including where their search for r
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international standard. The ISO pro
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information will be expressed using
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DC Metadata Terms: http://dublincor
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Choquet, C., & Corbière, A. (2006)
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TEL Standards, Specifications and P
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The Resources Management Process ma
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Step 1: Instantiation of the enterp
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Step 5: Instantiation of the techno
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correlation of the different viewpo
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Hummel, H., Manderveld, J., Tatters
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Karagiannidis, C. (2006). Book revi
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Glenn, L. (2006). Book review: Visu
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October 2006 Volume 9 Number 4

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