The Instructional Effectiveness of Three Levels of Graphics Displays for Computer-Assisted Instruction

To date there is little evidence to support the widespread belief of educators and trainers that the use of visual displays enhances instructional effectiveness. This lack of supporting data is critical when computer-based education systems are considered training delivery vehicles; systems capable...

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Bibliographic Details
Main Authors: Moore, Martha V, Nawrocki, Leon H, Simutis, Zita M
Format: Report
Language:English
Subjects:
COMPUTER AIDED INSTRUCTION
COMPUTER GRAPHICS
DATA DISPLAYS
DISPLAY SYSTEMS
GRAPHICS
Humanities and History
INTERACTIVE GRAPHICS
PE63731A
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Summary:To date there is little evidence to support the widespread belief of educators and trainers that the use of visual displays enhances instructional effectiveness. This lack of supporting data is critical when computer-based education systems are considered training delivery vehicles; systems capable of providing sophisticated graphics displays are costly. The purpose of this experiment was to obtain data comparing the instructional effectiveness of three types of graphics displays for computer-assisted instruction (CAI). Three groups of subjects each studied one of three versions of a CAI lesson on the psychophysiology of audition. The text of the lesson was identical for all versions; the type of graphics used in the lesson was different for each group. No control group was used. Graphics were either low level (schematic representations and boxed alphanumerics), medium level (line drawings), or high level (animations plus line drawings). After completing the lesson, all subjects were tested for retention of four knowledge categories addressed in the lesson: acquisition and use of principles, identification of structures, definitions and use of terminology, and memory of specific facts. Results indicated that the type of graphics used during the CAI lesson did not affect lesson completion time or final performance on the retention tests.