Visual Treatment for Different Prior Knowledge
International Journal of Instructional Media Volume 26, Number 2, ISSN 0092-1815
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)
Chanlin, L.J. (1999). Visual Treatment for Different Prior Knowledge. International Journal of Instructional Media, 26(2), 213.
Cited ByView References & Citations Map
Bradley Barker, University of Nebraska - Lincoln, United States; David Brooks, UNL, United States
International Journal on E-Learning Vol. 4, No. 2 (2005) pp. 209–228
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