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|Title:||Conditions Influencing the Effectiveness of Animated and Non-Animated Displays in Computer Assisted Instruction (Visual Presentation, Pictures)|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Educational Psychology|
|Abstract:||The study addresses the problem of the relative effectiveness of animated and non-animated material in Computer Assisted Instruction.
The research that has been done on the effects of graphic presentation is analyzed. It is suggested that the inconclusive results, typical to that area, are connected to inadequate paradigm and a lack of a suitable conceptual theoretical framework within which to interpret the results.
A framework is proposed that is based on the perceptual system and the working memory. It suggests a functional/processing analysis to evaluate the compatibility between the presentation's purpose, the presentation techniques and the perceptual learning mechanisms involved.
A study is reported in which 2 types of problems are presented to subjects in either animated or still (non-animated) displays. As predicted, animation reduced the time required to solve one type of problem, but increased the time required to solve the other type. Thus animation can be either helpful or detrimental, depending on the nature of the information required for the task.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|