ERIC Number: ED196406
Record Type: RIE
Publication Date: 1980-Apr-23
Reference Count: 0
The Effect of Level of Knowledge of the Subject on the Instructional Effectiveness of Illustrations Which Integrate Abstract and Realistic Visualization.
Joseph, John H.
This study examines the effect of an entering behavior, i.e., the level of general knowledge of the subject matter, on the instructional effectiveness of illustrations which integrate abstract and realistic visualization. Subjects were 414 public school students who were divided into three groups according to their general level of knowledge of the subject matter as measured by a pretest. Four types of visualization were compared under two methods of instruction, and criterion tests measured learning for five types of instructional objectives. Scores on four criterion tests were combined to form a total criterion test measure which was administered on the day following the instruction and again after two weeks. Results of both posttests suggest that designers of visualized instruction should consider the students' level of knowledge of the subject in determining the type of visualization to be used. Although students with a low level of general knowledge of the subject may find all types of visuals equally effective, student with moderate and high levels of knowledge of the subject may benefit from realistic visualization or illustrations which integrate abstract and realistic visualization, depending on the pacing of the instruction and the type of instructional objective. (Author/CHC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Denver, CO, April 21-24, 1980). For the complete proceedings of the Research and Theory Division, see IR 008 914.