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Effects of Violating Screen Design Principles of Balance, Unity, and Focus on Recall Learning, Study Time, and Completion Rates
Article
Michael Szabo, Heather Kanuka, University of Alberta, Canada
Journal of Educational Multimedia and Hypermedia Volume 8, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The purpose of this experimental research study was to determine if artistic screens (screens that employ accepted principles of visual design) influence the learning process. The independent variable was screen design; the dependent variables were recall learning, lesson completion time, and completion rate. Fifty-two adult subjects from a research university in Western Canada participated in this study. Comparisons of the two groups showed that there was no difference in achievement scores between subjects who used the lesson with good design principles and those who used the lesson with poor design principles. However, it was found that subjects who used the lesson with good design principles completed the lesson in less time (21%) and had a higher completion rate (74% vs. 45%) than those who used the lesson with poor design principles. Possible explanations focused on automaticity of control processes while learning and complexity of cognitive processing as a function of complexity of visuals.
Citation
Szabo, M. & Kanuka, H. (1999). Effects of Violating Screen Design Principles of Balance, Unity, and Focus on Recall Learning, Study Time, and Completion Rates. Journal of Educational Multimedia and Hypermedia, 8(1), 23-42. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2024 from https://www.learntechlib.org/primary/p/9540/.
© 1999 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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