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Examines the effects of using interactive digital video on student learning and attitudes in an introductory physics course. Results indicate that sophisticated instructional video software can be perceived by students as easy to use and effective. The software can also be used to promote active learning. Contains 48 references. (Author/JRH)

Investigation of (n=31) physics students' analysis of videodisc-recorded images with treatments over an extended time found no significant learning difference between using simultaneous-time and delayed-time analysis for student understanding of kinematics graphs. (Author/MKR)