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Direct linkHsu, Yu-Chang; Lin, Huifen; Ching, Yu-Hui; Dwyer, Francis M. – Educational Technology & Society, 2009
The purpose of this study was to examine whether matching navigation mode of a learning environment with learners' preferred navigation mode would facilitate their learning in a web environment. Sixty-eight undergraduate students were randomly assigned to treatments (linear vs. nonlinear navigation mode) and received four criterion tests designed…
Descriptors: Undergraduate Students, Instructional Design, Educational Objectives, Web Based Instruction
Peer reviewedAl-Saai, Ahmad J.; Dwyer, Francis M. – International Journal of Instructional Media, 1993
A study of 279 females at the University of Qatar that received the Group Embedded Figure Test (GEFT) indicated no interaction between learning style (field independent FID/FD field dependent) and three visual treatment types. Findings indicate the possibility of designing instructional materials to reduce achievement differences between FID and…
Descriptors: Academic Achievement, Cognitive Style, College Students, Females
Peer reviewedWilliams, Barry O.; Dwyer, Francis M. – International Journal of Instructional Media, 1996
A study of 105 vocational school students assigned to different treatment levels (1, 3, and 5 segment chunks) found: (1) little difference among experimental treatments, (2) better performance for students above the 11th-grade reading level, and (3) interaction between chunking level and reading level. Results suggest time and expense of designing…
Descriptors: Academic Achievement, Computer Assisted Instruction, Computer Software Development, Feedback
Peer reviewedMoore, David M.; Dwyer, Francis M. – International Journal of Instructional Media, 1997
Examines the effect of color-coding instructional materials for students identified as possessing different styles of learning. Subjects (107 college students) were classified as external, neutral, or internal locus of control. Results indicated a significant main effect in favor of the color-coded materials for specific educational objectives.…
Descriptors: Academic Achievement, Coding, Cognitive Style, College Students
Peer reviewedSpotts, John; Dwyer, Francis M. – International Journal of Instructional Media, 1996
Examines the instructional effects of computer graphics and rehearsal strategies on student achievement of different educational objectives. Participants were 63 college students. Results indicated that students who received textbook material complemented by specific computer graphics technologies achieved significantly higher scores than did…
Descriptors: Academic Achievement, Animation, College Students, Comparative Analysis
Lin, Huifen; Chen, Tsuiping; Dwyer, Francis M. – Foreign Language Annals, 2006
The purpose of this experimental study was to compare the effects of using static visuals versus computer-generated animation to enhance learners' comprehension and retention of a content-based lesson in a computer-based learning environment for learning English as a foreign language (EFL). Fifty-eight students from two EFL reading sections were…
Descriptors: Foreign Countries, Computer Assisted Instruction, Animation, English (Second Language)
