The purpose of this study was to investigate the
efficiency, effectiveness, and impact of learner control
when using interactive video as a training tool.
Food service managers (H=60) were randomly assigned to two
groups, experimental and control. Each group was trained on
the subject matter of food service sanitation following the
program developed by the National Restaurant Association's
Educational Foundation entitled, Applied Foodservice
Sanitation: A Coursebook. Students of the control group
were trained by the traditional, lecture-pupil technique (LPl.
students of the experimental group were trained via
interactive video (IV). The students of the experimental
group were further randomly assigned to subgroups; limited interactive
(L-I) and fully-interactive (F-I). Immediately
following training, all students were given a review of the
subject matter and then took the certification exam. Using
t-tests to analyze scores between groups and multiple
regressions to analyze the effect of time on score fc,r the
experimental groups, effectiveness, efficiency, and
predictability of score based on time-to-train were
measured. The findings indicated that the IV program was as
effective as the traditional technique and was significantly
more efficient. The multiple regression analysis revealed
that time was not a predictor of score; however, when
students increased their interactivity while using IV
programs, learning (effectiveness) increased. Interactive
video programs that are designed to be limited-interactive
are as effective and can be as efficient as fully-interactive
programs. students who trained in small groups
tended to score equally with students trained individually.
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