A Review of Experimental Studies of Interactive Video Instruction in Oral

MF01/PCO2 Plus Postage. *Cognitive Restructuring; Comparative Analysis; Educational Research; Higher Education; *Instructional Effectiveness; *Interactive Video; Multisensory Learning; Outcomes of Education; Pretests Posttests; Public Speaking; *Speech Instruction; Undergraduate Students This paper reviews experimental research on the pedagogical effects of three immediate instruction programs in oral communication. Formative evaluations indicate that students enjoyed the level-III interactive video instruction (IVI) programs. Results of an immediate posttest, delayed posttest, control group design indicate that the IVI program "Coping with Speech Fright" appears to be as effective on speech fright and recall measures as lecture/linear videotape instruction by two outstanding public speaking instructors. Furthermore, students in the IVI condition achieved significantly greater reduction of speech fright over a four-week period than did students in the control group. Results of two separate studies using an immediate posttest, control group, comparison group design indicate that students receiving IVI in "Constructing Speaking Outlines" and "Developing Key Ideas: The Four S's" achieved significantly higher immediate recall/application test scores than did students in the control group or the comparison group. Regression analysis indicated no significant effects of novelty, GPA (grade point average), IVI feedback rating, IVI video rating, or nature of participation (voluntary versus required) on cognitive test scores of the IVI treatment group in either study. Two statistical tables are appended. (Contains 50 references.)