ERIC Number: ED393442
Record Type: RIE
Publication Date: 1996-Feb-22
Reference Count: N/A
Exploration of Brunswik Learning Environment for Instruction of Basic Sampling Concepts.
Packard, Abbot L.; And Others
This paper uses the Brunwik theory of probabilistic functionalism as the backdrop for discussion of interrelationships between the individual learner and the design of computer-assisted instruction (CAI). This Brunswik learning model depicts the acquisition of knowledge as governed by the proximity of various cues and distractions. It is also closely related to research on individual cognitive styles. A study was conducted which investigated the effect of different types of delivery of computerized instruction on 102 Virginia Tech graduate students with differing cognitive abilities. Types of presentations used included text only, text with static graphics, and text with animated graphics. Twenty-four questions were given as a pretest, a posttest, and a recall test. Results indicated that individuals did have different results when they were assigned to different presentation methods, although neither cognitive measure nor presentation method could reliably predict results for all individuals or create an artificially intelligent computer program. Further research should study a full model supporting a semester-long class using resources from the entire department. (Contains 7 figures and 43 references.) (BEW)
Descriptors: Animation, Cognitive Style, Computer Assisted Instruction, Computer Graphics, Cues, Graduate Students, Higher Education, Individual Differences, Individual Instruction, Instructional Design, Instructional Effectiveness, Learning Processes, Learning Theories, Models, Screen Design (Computers), Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Brunswik (Egon); Knowledge Acquisition; Presentation Mode; Virginia Polytechnic Inst and State Univ; Visual Cues
Note: Paper presented at the Eastern Educational Research Association (February 22, 1996).