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Instructional graphics: Effectiveness of single versus gradient static graphics
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, 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

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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 January 22, 2020 from .

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

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References

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