Using pedagogical advisement in technology-based environments

Education graduate students completed a technology-based instructional module on introductory statistics with a solicited guidance mechanism. Randomly assigned subjects used on-screen digitized video of a human advisor, on-screen text-based advisor, pull-down digitized video of a human advisor, or pull-down text-based advisor. Results indicated the on-screen video-based advisor condition resulted in higher advisor use than both the text-based and video-based pull-down advisor conditions. Advisor use was significantly correlated with performance during instruction, to time spent during instruction, and to television hours watched per week, but not with retention scores.