An Experimental Study of Three Variables in the Presentation of Audio‐visual Teaching Programs

Two experiments are reported in which different ways of presenting the same audiovisual programs to young children are compared. In Experiment 1 two programs which required relatively short spoken responses were each presented to two matched groups of children; in each case self‐pacing was used for one group and machine‐pacing for the other. No advantage was demonstrated for the self‐pacing condition. In Experiment 2, two variables were investigated: individual or group presentation and spoken or written responses. Four matched groups were presented with a program under one of the following four combinations of conditions: spoken‐individual, Written‐individual, spoken‐group and written‐group. More learning was achieved under the individual than under the group presentation conditions and with written than with spoken responses.