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Visual Treatment for Different Prior Knowledge
ARTICLE

International Journal of Instructional Media Volume 26, Number 2, ISSN 0092-1815

Abstract

Describes a study of college students that was conducted to examine the effectiveness of integrating different computerized visual-presentation strategies in learning different contents; the effect of identical presentation strategies on students possessing different levels of prior knowledge; and whether the use of different visual strategies would promote learning of different contents. (Author/LRW)

Citation

Chanlin, L.J. (1999). Visual Treatment for Different Prior Knowledge. International Journal of Instructional Media, 26(2), 213. Retrieved January 27, 2020 from .

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