Abstract
This study investigated the effects of computer and print text density on learning, and the nature and effects of learner preference for different density levels in both print and computer presentation modes. Subjects were 48 undergraduate teacher education majors, who were assigned at random to six treatment groups in which a statistics lesson was presented in either of two modes (computer or print) crossed with one of three text density-level conditions (high, low, or learner control). Dependent variables were different types of learning achievement, lesson completion time, attitudes, and learning efficiency. Overall, the experimental findings were not supportive of computer based instruction relative to print as a delivery medium for the current statistics lesson. This lesson's dependency on mostly narrative descriptions of rules and operations and allowance of self-pacing remained constant regardless of mode, but print offered the possible advantage of representing the text in a more readable and accessible form. Furthermore, the newness of the computer mode may have caused students to perceive it as more difficult or challenging. In the attitude survey, subjects were generally favorable to computer based instruction (CBI). In learner control selections, high density material was favored for CBI 75% of the time, as opposed to 25% for print. The overall impression is of a less confident and more conservative computer based instruction group, which generally worked as a disadvantage for achievement and learning efficiency. The text is supplemented by one figure and one table. (39 references) (EW)
Citation
Ross, S.M. Text Density and Learner-Control as Design Variables with CBI and Print Media. Retrieved August 10, 2024 from https://www.learntechlib.org/p/139377/.
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