Linear vs. Pictorial Access to On-screen Text and Computer Attitude
Klaus Stiller, University of Regensburg, Germany
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Learners often process pictures poorly when learning with text and pictures. Thus, fostering pictorial information processing might be advantageous. In an experiment, learners received computerized instructions that consisted of static pictures and on-screen text relating to the physiology of vision using one of two methods of access to text. Pictorial access to text by clicking on parts of pictures was hypothesized to be superior to linear access by clicking on forward and backward buttons. The type of access was tested for moderating effects of learners’ attitude towards computers. Results indicate that pictorial access to text mainly fosters knowledge when learners have a negative attitude towards computers. Positive-attitude learners exhibited no learning benefits from pictorial access to on-screen texts.
Stiller, K. (2015). Linear vs. Pictorial Access to On-screen Text and Computer Attitude. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 165-174). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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