ERIC Number: ED223204
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
Level of Reading Comprehension and Achievement with Visualized Instruction.
Parkhurst, Perrin E.
The influence on learning of visuals accompanying self-paced text materials was investigated for students of varied reading comprehension ability levels. The use of varied degrees of realism and media presentation formats in facilitating learning on specific tasks was examined in order to clarify previous research, and to provide specific presentational guidelines for instructional designers considering a self-paced format. Programmed booklets with varied numbers of periodic review questions and answers and an additional audiotape were used to represent three levels of media presentation. Four levels of visual realism were studied: (1) no visuals; (2) line drawings; (3) shaded, detailed drawings; and (4) realistic pictures. Three levels of reading comprehension were identified for the 332 subjects. Visualization did not automatically result in improved achievement on different educational tasks for students of different reading comprehension abilities. The study demonstrated that individuals achieve at a different level of performance depending on the method of instructional presentation, the type of visuals accompanying printed instruction, and the level of reading comprehension. Further studies are necessary to provide the basis for detailed guidelines for developing self-paced visualized instruction. (LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: AECT Research and Theory Division Meeting; Stimulus Complexity
Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Research and Theory Division (Dallas, TX, May 1982). For other papers, see IR 010 442-487.