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Effects of Concreteness and Contiguity on Learning from Computer-based Reference Maps
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, , , , Texas Tech University, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study will focus on the effects of map display and concreteness of location-names on learning geographical maps in a computer-based environment. Participants will be randomly assigned to six versions of a computerized geographical map created by crossing two levels of map display (contiguous vs. non-contiguous) with three levels of concreteness (concrete vs. abstract vs. non-familiar words). Results obtained from this study will help in adding to the literature on how contiguity and concreteness affects cued-recall and inference test performance of college students in map learning.

Citation

Srinivasan, S., Han, N., Crooks, S. & Kittikunanant, M. (2006). Effects of Concreteness and Contiguity on Learning from Computer-based Reference Maps. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1806-1811). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 15, 2019 from .

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