Search results for author:"Francis M. Dwyer"
Total records matched: 11 Search took: 0.289 secs
You may get more results with author:"Francis M. Dwyer".
Educational Media International Vol. 2 (1971) pp. 19–25
Describes a series of studies conducted to determine what types of visuals are most effective in facilitating student achievement. This program of systematic evaluation analyzed an instructional unit on the heart on the basis of instructional...
Educational Technology Vol. 16, No. 8 (1976) pp. 7–13
Effective use of visual illustration entails consideration of specific instructional purposes, method of presentation, student characteristics, type of objectives, and cuing techniques. (LS)
The Effect of Static and Animated Visualization: A Perspective of Instructional Effectiveness and Efficiency
Educational Technology Research and Development Vol. 58, No. 2 (April 2010) pp. 155–174
This study investigated the effectiveness of three different levels of enhancement strategies utilized to facilitate students' learning from static and animated visualization when taking the time-on-task into consideration. Participants were...
The Effect of Computer-Generated Animation on Student Achievement of Different Types of Educational Objectives
International Journal of Instructional Media Vol. 23, No. 4 (1996) pp. 365–75
Examines the instructional effects of computer graphics and rehearsal strategies on student achievement of different educational objectives. Participants were 63 college students. Results indicated that students who received textbook material...
Effect of Different Types of Computer-Assisted Feedback Strategies on Achievement and Response Confidence
International Journal of Instructional Media Vol. 25, No. 1 (1998) pp. 55–63
This study examined the effects of different types of computer-assisted feedback strategies (knowledge of correct response, knowledge of response, and elaborative) and different types of information (facts, concepts, and principles) on student...
International Journal of Instructional Media Vol. 21, No. 4 (1994) pp. 319–25
Examines the effectiveness of visual illustrations in computer-based education, the effect of order of visual presentation, and whether screen design affects students' use of graphics and text. Results indicate that order of presentation and choice...
Effect of Color Coding on Visually and Verbally Oriented Tests with Students of Different Field Dependence Levels
Journal of Educational Technology Systems Vol. 20, No. 4 (1992) pp. 311–20
Describes a study of undergraduate students at Pennsylvania State University that was conducted to assess the impact of instructional color coding on visually and verbally oriented tests and on field dependence independence. Use of the GEFT (Group...
Effects of Static Visuals and Computer-Generated Animations in Facilitating Immediate and Delayed Achievement in the EFL Classroom
Foreign Language Annals Vol. 39, No. 2 (2006) pp. 203–219
The purpose of this experimental study was to compare the effects of using static visuals versus computer-generated animation to enhance learners' comprehension and retention of a content-based lesson in a computer-based learning environment for...
International Journal of Instructional Media Vol. 26, No. 1 (1999) pp. 53–69
Describes a study of undergraduates that examined the effect of specific visual skills on academic achievement and on the achievement of different levels of educational objectives. Discusses color and learning objectives, considers computerized...
International Journal of Instructional Media Vol. 23, No. 3 (1996) pp. 245–55
A study of 105 vocational school students assigned to different treatment levels (1, 3, and 5 segment chunks) found: (1) little difference among experimental treatments, (2) better performance for students above the 11th-grade reading level, and (3) ...
Educational Technology & Society Vol. 12, No. 1 (2009) pp. 271–284
The purpose of this study was to examine whether matching navigation mode of a learning environment with learners' preferred navigation mode would facilitate their learning in a web environment. Sixty-eight undergraduate students were randomly...