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ERIC Number: ED370526
Record Type: Non-Journal
Publication Date: 1994
Pages: 22
Abstractor: N/A
Reference Count: N/A
A Theoretical Analysis of Learning with Graphics--Implications for Computer Graphics Design.
ChanLin, Lih-Juan
This paper reviews the literature pertinent to learning with graphics. The dual coding theory provides explanation about how graphics are stored and precessed in semantic memory. The level of processing theory suggests how graphics can be employed in learning to encourage deeper processing. In addition to dual coding theory and level of processing theory, the area of motivation and attention is also reviewed to show how graphics and emotion are related and how graphics should be designed to communicate desired intent. It is noted that appropriate design decisions about the use of graphics are often based on knowledge from cognitive science and that current research in graphics design related to this topic is inadequate. The area of cognitive science is incorporated into instructional technology so that the effectiveness of graphics in assisting can be optimized. (Contains 48 references.) (Author/MES)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A