Learner Recognition of Presentation Content With Alternative Text/Background Combinations
Ming-Jay Chang, John Taylor, University of Northern Colorado, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigated whether audience perception of projected computer presentations is impacted by the room lighting conditions and the contrast combinations of displayed text and background. In this pilot study, 10 participants were each presented with 20 projected displays of white text on black background or black test on white background and timed on their ability to find certain keywords in both light and dark room environments. The participants served as members of both the experimental and control groups through counterbalancing the experimental treatments of room lighting and text/background combinations. Results indicated no significant effect on learner recognition from text/background combinations in either lighting condition, but there was significantly improved learner recognition in a dark room compared to a light room regardless of which text/background was displayed.
Chang, M.J. & Taylor, J. (2005). Learner Recognition of Presentation Content With Alternative Text/Background Combinations. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 939-944). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)