Business screen magazine (1946)

Toward More Effcdive Films \RSTK\rT KFPORTS ON PENN-N AVY RESEARCH STUDIES Assfinltly of these scttn parts of the breech block of the 40mm antiaircraft gun uas used to test relative effectiveness of film variables in the /'enn-A'aiT research sttttiy noted below. — PART TWO — Effects on Training of Experimental Film Variables, Study 1: Verbalization. Rate of Development, NOMENCLATI RE. ERRORS, How-1t-\Xorks. Repetition. Investigator, Nathan Jaspen. ♦ Experimental Desif^n and Procedures: Seventeen different versions of a film designed to teacli the assembly of the breech block of a -lOmm antiaircraft gun were produced for the experiment, in which 2,377 apprentice seamen at the Great Lakes Naval Training Station participated. Each version was shown to at least 100 men, 30 to a group. None had had previous training in assembling the breech block or similar mechanisms. After the film showing each man was required to attempt the assembling: ten trials were given and a time score was kept. The six variables in the films were: Verbalization I average nunil>er of narrative words per minute to describe the film action ) ; Rate of Development ( the speed or tempo of pictorial coverage of a given amount of material) ; Nomenclature (technical names) ; Errors (common errors to avoid in assembling) ; "How-It-Works" (film sequence showing the principles of operation am! fumtion): Repetition (number of times the basic demonstration of assembling is presented in the film). The 17 film versions provided different degrees of each variable. After each group of 30 men had seen a version, proctors read a standard set of directions for assembling the breech block and all 30 went to work at the same time. If an assembler failed in 10 minutes he tried again. If he succeeded the second time he continued for 10 trials. If he failed he was dismissed and his performance recorded as a failure. Conclusions and Applications: Clear-cut positive results were Inuiid for a slow rale of developMicnt. the showing of common errors to be axoidcd. and repetition. |-'<ir the otluT throe variables the liiidings tended negatively but were ambiguous, indicating the need of further study. The level of verbalization made no tlifference in measured learning: the use of technical nomenclaUire did ncit help learning or significantly hinder it; results from the "How-It-Works"' sequence were inconsistent, but the sequence on the whole reduced the effectiveness of the versions in which it was included. « « * Comparison of the Audio a.nd Video Elements of Instructional Films. Investigators: Harold i:. Nelson and Karl R. Moll; report preimrcd bv Messrs. Nelson and Mull and Nathan Jaspen. ♦ Experimental Design: Two experiments were conducted to study the comparative effectiveness of the two elements. Dr. Nelson used two films on aerodynamics. Theory oj Fliiihl and I'mhlcms oj Flifihl. with 430 members of the R.O.T.C. of the Pennsylvania State College as participants. Mr. Moll used Land and lAve in the Desert, an instruclional film with a dramatic plot, on a bomber crews struggle for survival, and had for the test 388 summer school students. The Aerodynamics Film Test Procedures: The film Theory oj Outstanding Business Firms in all parts of the country are finding out about CAMPUS s>ie«<^ Get the full story of Campus Film Productions' low Budget, high quality film services. Send for our booklet or give us a call. We think you'll be pleasantly surprised. CAMPUS FILM PRODUCTIONS 161 Remsen Street • Brooklyn 2, New York TRianEle 5-6296 Highl shows general principles ai uses various ty|)es of models a: \ isual aids; Problems oj Fligi shows the prin<ipli-s applied to an airplane in flight. Eight varying condiinations of the two films, withi! or without sight or sound, in the dark or in the light, were used on the 430 |)articipatits divided ititu eight groups. .'Standardized i|iiizzes followed. Conclusions arul Applications: The group which saw and heard both films learned most, and all groups ac(]uired considerably more information than the control group which did not see or hear either: film. The video factor was consider-; ably more important than the audio ill effe<liveness of the Theory film; the audio was somewhat more ira-, portant than the video for the Problems subject. The Desert Survival Film Test ; Procedures: The 388 students were divided into five test groups for the five combinations of presentations of the film, and the tests followed. Conclusions arul Applications: As in the aerodynamics films study, the group that both saw and heard the production showed the highest score, the control group (no film) the lowest. Those who only heard this film learned slightly more than those who onlv saw the film. Audio-and-Visual Conclusions Significant learning was acquired from the presentation of the film as a whole, and from either the audio or video channel alone.' Neither channel was consistently better. Both channels together were more effective than either one alone. Relative effectiveness seemSi to depend on the particular film and content. Some items are taught jointly by audio and video working together: some are taught in both 1 hannels (overlapping). Hearing llic sound track in a darkened room is slightlv superior to presentation in a lighted room. The best possible integration of sight and sound makes for the most effective production. The findings appear relevant to television as uell. 9t • « • The Effects of Inserted Questions AND Statements on Film Learning. Investigators: .-Mbert K. Kurtz, research analyst and professor of psvehology: Jeanetli' S. Walter and Henry Brenner, n • search scholars. • • • ♦ Experimental Design and I'mrvdures: Two films of differing subject matter were selected, a techniICONTINUED ON PACE .SO) 40 BUSINESS SCREF.N MAGAZINE