Accession Number:

AD0640446

Title:

THE RELATIVE EFFECTIVENESS OF MASSED VERSUS SPACED FILM PRESENTATION (RAPID MASS LEARNING),

Descriptive Note:

Corporate Author:

PENNSYLVANIA STATE UNIV UNIVERSITY PARK

Personal Author(s):

Report Date:

1949-06-30

Pagination or Media Count:

84.0

Abstract:

Conclusions When a typical hour-long series of instructional motion pictures is used as the sole teaching tool, students learn about the same amount from the series whether they are shown all the reels comprising the series in one long training session, or one reel at a time in several short training sessions. Increasing the length of the training session to one hour does not seem to result in a diminution of interest on the part of the learners. Furthermore, a learners test performance is practically independent of his rated interest in the films. Long massed film sessions are about as effective in ensuring long-term two-week retention of the film content as short spaced sessions are. While previous knowledge of some parts of the film content results in higher test scores, the effects of previous knowledge or its lack are about the same whether the reels in a training films series are presented in one long, or in several short spaced, sessions. The general conclusion may be stated as follows that a few hour-long film training sessions, like hour-long classes, result in learning about as efficient as that achieved by many short training sessions. Author

Subject Categories:

  • Humanities and History
  • Psychology

Distribution Statement:

APPROVED FOR PUBLIC RELEASE