The Educational screen (c1922-c1956])

May, 1947 Page 255 be used to deteniiine, first, what the pupils are like initially — that is, in the case of a factual film, how much they know about the subject bejore seeing the film. Second, the measuring instrument must be used again to find out what pupils are like — how much they know — after they have seen the film. The difference between those two measurements then represents the efTect of the film ; it tells how much pupils have changed (learned) as a result of the film presentation. Use of Experimental Measurements of This Kind .\ssumiiig that it is possible in this way to measure the efl'ects of a film by controlled experimental comparison, how can such measurement of film effects be employed to improve the quality of teaching films? Two kinds of application may be noted. For want of better terms, these may be called "applied" research and "basic" research. These two uses of experimental research tcclini(|ue may he characterized as follows : 1. Applied Production Research. This ordinarily represents measurement of the effects oj a single jUrn. Such a study can tell the producer of a film which points of his presentation are getting across and which ones are not. The potential value of such research is that, particularly if it is carried out at the interlock stage or in any case before final completion of a film, the results may be utilized in correcting or reinforcing weak spots in a particular film's content. ( Such data may also lie used, of course, in designing su]>])lementary materials, such as film strips, to use in conjunctif)n with the film.) Research of this kind has the advantage that it can be carried out relatively rapidly and the results can be utilized immediately. It has the limitation, however, that the application of its results may be largely restricted to their use in improving the specific film studied. 2. Studies of Basic Factors in Film Production. This class of research seeks not simply to evaluate a particular film but to measure the comparative effectiveness of alternate versions of a film which present a subject in tzco or more different ■zvays. In the simplest case, the content of the two parallel film presentations which are compared as to effectiveness will differ only joiV/i respect to a single specified factor. The second of these two kinds of studies is the primary concern of research work such as that undertaken l)y the \'ale Motion Picture Research Project. The cumul.itive results of research of this kind should contribute ultimately to the development of a body of principles stating, for the general guidance of film production, what kinds of film presentation are likely to be most effective for the achievement of particular educational purpo.ses. In other words, such research should Punching test data on cards for machine tabulation, to facilitate handling data for large group of pupils. in time furnish concrete evidence to help resolve .some of the existing confusion and differences of opinion as to how to design a teaching film to do its job most effectively. ; The study described in the following article, " 'Do 'Motivating' and 'Participating' Que.stions Increase Learning." furnishes an example of experimental methods that can be used in work of this kind, although the study is to be regarded only as a preliminary and exploratory one. The formulation of a body of principles of teaching film effectiveness will not result from any single experiment or even any one series of experiments. The development of such principles, like any ■ other scientific principles, is a long-term project which can attain maximum usefulness only as the cumulative product of a coordinated and continuing research effort. This will require time and the cooperative efforts of manv workers in the field of audio-visual education. Student operator ready to project an experimental film. Students are tested before and after each film showing to discover how much they learn from the various films studied. Refer to article on page 255. "Speaking of Film Councils" (Ciinchidcd from /'di/c 2S0) visual field. And here's why we think so: If this interest and belief in the power of the educational motion picture can be effectively guided and directed into patterns of utilization that are truly communitywide, reaching effectively and regularly every group organization in the community, the school use of motion pictures in the future will be only a minor part of a much greater whole, even though the school use of pictures may multiply many times. In the Film Council of America, there is hope for this achievement.