You are here:

Instructional graphics: Effectiveness of single versus gradient static graphics
PROCEEDINGS

, Purdue University, United States ; , Indiana State University, United States

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

Research has shown that graphics can facilitate learning. With today’s technology the capabilities of adding various types of graphics to instructional materials has been expanded. This study investigated two different types of graphics (single static graphics versus a set of gradient static graphics) and examined their effectiveness for immediate and longer term retention and recall of a difficult paired association task. Immediate posttest results indicated both types of graphics effectively enhanced retention; however, after a four week delay only the sets of gradient static graphics continued to be effective. Results were examined in terms of cognitive load and the Cognitive Theory of Multimedia Learning.

Citation

Newby, T. & Lai, F.Q. (2008). Instructional graphics: Effectiveness of single versus gradient static graphics. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4321-4325). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved March 2, 2021 from .

© 2008 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Alesandrini, K. (2002). Visual constructivism in distance learning. USDLA Journal, 16 (1).
  2. Clark, R.C., & Mayer, R.E. (2007). E-learning and the science of instruction. San Francisco: Pfeiffer.
  3. Kuo, M.A. & Hooper, S. (2004). The effects of visual and verbal coding mnemonics on learning Chinese characters in computer-based instruction. Educational Technology Research and Development, 52 (3), 23-38.
  4. Mayer, R.E. (2001). Multimedia learning. New York: Cambridge University Press.
  5. Mayer, R.E. (2005). Cognitive theory of multimedia learning. In R.E. Mayer (ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
  6. Mayer, R.E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active learning: Annotated illustrations versus narrated animations in multimedia instruction. Journal of Experimental Psychology: Applied, 11, 256-265.
  7. Mayer, R.E. & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12 (1), 107-119.
  8. Mayer, R.E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52.
  9. Rieber, L.P. (1994). Computer, graphics, & Learning. Dubuque, IA: Brown& Benchmark.
  10. Tversky, B., Morrison, J.B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read