The effects of static and dynamic graphics on learning of adult professionals in informal learning environments
Abstract
With the increasing resolution available for computer graphics, animations and progressive overlays are perceived as valuable attention-gaining and attention-directing devices. However, many questions remain concerning how to make effective use of computer resources in the design of computer-based instruction. This study investigated the effects of dynamic graphics (graphics which use animation and/or progressive overlays) compared to matched static graphics upon learning and attitude toward instruction for a medical audience. Forty subjects, including medical students, resident physicians, and attending physicians, completed a tutorial on a temperature-based, rate-responsive cardiac pacemaker. Assignment of subjects to groups was random. Learning was measured by responses to multiple-choice questions. Attitude toward instruction was measured by responses to Likert scale items. The static presentation group scored slightly higher on the multiple-choice questions, and the dynamic presentation group rated the program slightly higher on the Likert scale items. However, the differences between groups were small and presentation version had no significant effect on achievement or on any of the attitude measures. From these data, it is concluded that for this type of audience and this subject-matter, the addition of dynamic graphics did not result in important or significant gains in achievement or attitude. For the medical audience when a psychomotor skill is not involved or when rotation or portrayal of three-dimensional objects is not required, it may be more appropriate to spend time developing an effective instructional design which includes techniques such as embedded questions and feedback, organization aids, and appropriate static graphics than to spend the time developing dynamic graphics.
Degree
Ph.D.
Advisors
Russell, Purdue University.
Subject Area
Curricula|Teaching
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