NotesFAQContact Us
Search Tips
ERIC Number: ED308834
Record Type: Non-Journal
Publication Date: 1989-Feb
Pages: 15
Abstractor: N/A
Reference Count: N/A
The Effects of Computer Animated Lesson Presentations and Cognitive Practice on Adult Learning in Physical Science.
Rieber, Lloyd P.; And Others
The purpose of this study was to examine the effects of different levels of visual elaborations and practice on application learning of adults in a computer-based science lesson. A total of 141 university students participated in an introductory lesson covering Newtonian mechanics. Three levels of visual elaboration (static graphic, animated graphic, no graphic) were crossed with three levels of practice (behavioral, cognitive, no graphic). Behavioral practice consisted of traditional questioning after each of four lesson parts. Cognitive practice consisted of a structured simulation involving the control of an animated "starship." No effects were found for visual elaboration. The addition of static and animated visuals to the text had no effect on learning. An effect was found for practice such that both types of practice were effective (as compared to a control), but no differences between them were detected. Main effects were found for visual elaboration and practice based on response latency data from the posttest. A moderately significant interaction between visual elaboration and practice indicated several trends for future research. Two tables display the results of data analyses and one figure depicts the interaction between visual elaboration and practice. (32 references) (Author/CGD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A