DIFFERENCES IN ATTITUDE TOWARD COMPUTER-BASED VIDEO INSTRUCTION AND LEARNER CONTROL CHOICES MADE BY BACCALAUREATE NURSING STUDENTS OF SENSING AND INTUITIVE PSYCHOLOGICAL TYPE (SENSING PSYCHOLOGICAL TYPE).
Contributors: University of Texas at Austin.
Published: 1990
Number of pages: 296
Subjects: Health Sciences, Nursing.; Education, Educational Psychology.; Education, Religious.
Description: The purpose of this investigation was to examine whether differences existed among nursing student subjects of sensing (S) and intuitive (N) psychological type who used a Computer-Based Video Instruction (CBVI) program with learner control options. The investigation was based on Gagne's conditions of learning, and Jung's psychological type as operationalized by the Myers-Briggs Type Indicator (MBTI). Hassett's CBVI Model was used. Judge panels examined investigator-developed instruments. The treatment CBVI program taught spiritual care of Christian clients. A pilot study was conducted prior to the investigation.

An exploratory descriptive design was used. A nonprobability convenience sample of 32 volunteer generic baccalaureate students was recruited. Volunteers completed the MBTI and a CBVI treatment including: computer-based demographic Subject Information Form and Screening Pretest; CBVI program with learner control options and Embedded Content Questions (ECQ) test; and computer-based Adjective Rating Scale (ARS). The study examined differences by psychological type on: (1) ARS total scores, (2) learner control choices, and (3) test scores.

Of the 32 subjects, 47% were S and 53% N psychological type. Chi-square for differences between subjects' psychological type and learner control choices made in the CBVI program (i.e., to SEE MORE information, or REPEAT selected program segments) yielded no significant differences. Analysis of variance for differences by psychological type on Screening Pretest and ECQ scores, and ARS factor and total scores showed no significant differences. Both psychological types showed positive attitudes toward CBVI. Hassett's CBVI Model worked well for using the theories, chosen instruments and learner control variables. Study limitations included small sample size, high mean scores on Screening Pretest, and too few SEE MORE options related to the repurposing of an existing videotape to videodisc for the CBVI program.

Recommendations included: (1) continued empirical testing of Hassett's CBVI Model; (2) replication of the study using different content; consider changing the study design to a posttest-only control group perhaps with improved testing instruments and using a larger sample with multiple sites; and (3) inclusion of additional SEE MORE options in the CBVI program; master videodiscs from videotapes designed specifically for CBVI investigations; and continued use of the MBTI tool with additional instruments for triangulating data.
Notes: Source: Dissertation Abstracts International, Volume: 51-09, Section: B, page: 4277.

Thesis (PH.D.)--THE UNIVERSITY OF TEXAS AT AUSTIN, 1990.

School code: 0227.