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Instructional Effectiveness and Efficiency of Visualized Instruction
PROCEEDINGS

, Kun Shan University, Taiwan

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

Abstract

This study was conducted to investigate the effects of different enhancement strategies designed specifically to facilitate students’ learning from web-based instructional visualization. It attempted to explore the effectiveness of three different levels of enhancement strategies (no strategy, questions, questions plus feedback) utilized to facilitate students’ learning from static and animated visualization. Five hundred eighty two undergraduate students (N=582) were randomly assigned to six treatment groups and immediately after interacting with their respective treatment material, students took four criterion measures. Results of the study suggest significant practical pedagogical considerations, e.g. when a learning environment is enriched, students must be given sufficient time to instigate the advanced level of information-processing induced by the enhanced learning environment.

Citation

Lin, H. (2008). Instructional Effectiveness and Efficiency of Visualized Instruction. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 5656-5661). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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