Student ability to analyze and interpret motion graphs following laboratory instruction utilizing interactive digital video and traditional instructional techniques was investigated. Results suggested that digital video tools serve to motivate students and may be an effective mechanism to enhance student understanding of motion concepts.

Two laboratory exercises involving motion concepts were developed for this study. Students were divided into a treatment group that used digital video techniques and a control group that used traditional techniques. Student understanding of motion concepts were assessed using the Test of Understanding Graphs-Kinematics (TUG-K), responses to written graphical analysis questions, and two post-lab activities.

Possible relationships between learning style preferences and understanding of motion concepts were addressed. Learning style preferences were assessed using the Productivity Environmental Preference Survey (PEPS) prior to instruction. Student comments before and after the PEPS revealed the results accurately reflected their learning styles.

Results showed no significant relationship between students' learning style preferences and their ability to interpret motion graphs as measured by scores on the TUG-K. Results also showed no significant difference between instructional treatment and mean scores on the TUG-K.

Analysis of writing activities revealed treatment group students responded more effectively to graphical interpretation questions that closely paralleled motions observed during the laboratory. However, students in both groups displayed similar levels of difficulty when confronted with motions deviating from their lab observations.

After controlling for differences in student ability levels using SAT scores and course grades, a significant difference in mean scores on the TUG-K was observed between genders. Future studies could examine if the difference is due to a gender bias inherent in the TUG-L.