Effects of Formal Features in Educational Video Programmes on Recall

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Abstract
The influence of formal features in educational video films on recall was investigated in four steps. In step one, film sequences were identified which proved to have particularly positive or negative effects on recall. The formal features of these sequences were investigated and a quantitative analysis was made in order to establish correlations between recall data and specific formal features. There was no proof of any correlation between retention and formal elements (e.g. frame or camera movement) unrelated to the content. But formal features related to the Content (e.g. the relation between two consecutive shots or between pictorial information and voice‐overs) proved to influence recall. In step two, by a detailed analysis of the selected sequences, hypotheses were formulated. On the basis of these hypotheses, in step three predictions were made concerning the recall of a newly shot film. These predictions proved to be highly accurate when tested experimentally. In step four, some sequences in the same film were changed in accordance with the hypotheses. The effect of the changes on retention performance was again tested experimentally. As a result, some of the hypotheses were substantiated.

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