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…

The purpose of this experiment was to measure the relative effectiveness of eight types of visual illustrations used to complement oral instruction and to investigate the hypothesis that color is an important instructional variable for facilitating student achievement of specific educational objectives." (Author)

Discusses the necessity of sound, clearly-directed research in the development of effective instructional programs. (Author)

This experiment was designed to determine the relative effectiveness of different types of visual illustrations used to complement instruction presented in in-service training. (Authors/JA)

In order to investigate the relative effectiveness of specific media attributes on student performance on criterion tests, a comparison was made of the effectiveness of two levels of stimulus explicitness in visuals in facilitating student achievement on criterion tests of knowledge, comprehension, and total understanding. Subjects were 171…

The effectiveness of elaborate visual cueing and reduced step size (i.e., increasing the number of visual cues) in facilitating student achievement on different instructional tasks was examined. The hypothesis proposed that instructional treatments utilizing reduced step size and elaborate visual cueing alone and in combination would be superior…

The instructional effectiveness of integrating abstract and realistic visualization was studied using five types of visualization, three levels of general ability and two modes of instruction. The dependent variable was performance on a four-part criterion test representing five different types of instructional objectives, which was administered…

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…

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…

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.…

Content organization and its effects on prose learning were the focus of this study. Organizational chunking during the encoding or reading interval with an instructional booklet and batched postquestions during the retrieval period (including all events between initial learning and the retention test) were used with 112 university students to…

The effects of intervening synthesis/review sheets, periodic practice worksheets, a combination of review and practice, and an advance organizer on learning from prose text were investigated. Using 161 college students as subjects, the study increasingly added learner activities to an instructional unit (Lamberski's revised edition of the Dwyer…

The program of systematic evaluation of variables associated with visual learning was initiated in 1965 to investigate the impact of variables linked to effective, efficient use of instructional visual materials. A prototype experimental package, containing a specific unit of cognitive content, learner achievement objectives, four individual…

This study investigated the effects of (1) verbal instruction alone vs. verbal instruction complemented by simple line drawings; (2) visual testing vs. nonvisual testing; (3) verbal cueing vs. free recall on achievement; and (4) order of testing on subsequent achievement. Interactions among type of instruction, type of testing, and order of…