Review by: Tillberg, Heather (2004-09-13)

This article explores the effect on time to complete task and memory retention of content that is presented with or without a telepointer. A telepointer is essentially a mouse that gives a presenter the ability to focus onto a particular spot on a remote computer. While the researchers found research investigating the optimal technical details of telepointers, they designed this research to fill a gap in experimental knowledge about performance and satisfaction derived from using this tool.

Their study consists of two experiments. The first is an online versus local experiment, where 38 subjects were divided into 8 different groups: four experimental groups (using a telepointer in the online experience) and four control groups (no telepointer in online experience). The 8 groups were given the instruction in randomised orders to control for any learning effect; however, the numbers in each group are unequal due to students who had been assigned to a group but failed to show up for their appointment. Students were given a pre-survey, and two post-surveys, one after each experience. Finally, after five weeks, they took a knowledge retention test.

The second experiment measured two online-only instruction groups, one using a telepointer and the other not using it. This experiment used 23 students in 12 randomly assigned groups. These students were given a pre-survey, a post-survey and knowledge test immediately after the experience.

In the analysis, it is sometimes difficult to discern if the researchers are referring to the first or second experiment, though certainly including both experiments does reinforce their findings about the potential impact of telepointers. Their analysis is enriched by student comments collected from the surveys.

The most impressive finding is the great advantage that the telepointer groups had in retaining their knowledge from both the online and local experiment after a five week period in the first experiment, despite the fact that they had spent less time on task. The telepointer group was also faster at grasping the answers to the questions the expert was asking and did not require clarifying questions to understand his/her point.

The researchers speculate that the difference in performance between groups could be related to Craik and Lockhart (1972) who suggested that information is better retained if meaning is focused on at the time of encoding. Because the telepointer group could more easily comprehend what the expert was pointing out, it was easier to encode the information. Another suggestion on the part of the researchers is that if students were not quick to understand what the instructor was pointing out, this confusion may have led to reduced self-efficacy (Bandura 1993) and this affective component may have reduced retention. Either way, this study affirms a need for methods to scaffold learners during online instruction and establishes the telepointer as a tool worth careful consideration and further exploration in that regard.