Instructional Effectiveness and Efficiency of Visualized Instruction

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Lin, H. (2008). Instructional Effectiveness and Efficiency of Visualized Instruction. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5656-5661). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29164.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Author

Huifen Lin, Kun Shan University, Taiwan

Abstract

This study was conducted to investigate the effects of different enhancement strategies designed specifically to facilitate students’ learning from web-based instructional visualization. It attempted to explore the effectiveness of three different levels of enhancement strategies (no strategy, questions, questions plus feedback) utilized to facilitate students’ learning from static and animated visualization. Five hundred eighty two undergraduate students (N=582) were randomly assigned to six treatment groups and immediately after interacting with their respective treatment material, students took four criterion measures. Results of the study suggest significant practical pedagogical considerations, e.g. when a learning environment is enriched, students must be given sufficient time to instigate the advanced level of information-processing induced by the enhanced learning environment.

Keywords

• Students
• Instructional Design

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