Text density level as a design variable in instructional displays |
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| Authors: | Gary R Morrison Steven M Ross Jacqueline K O’Dell |
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| Institution: | (1) Department of Curriculum and Instruction, USA;(2) Foundations of Education, USA;(3) Department of Curriculum and Instruction, Memphis State University, 38154 Memphis, TN |
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| Abstract: | Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen
resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the
attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise)
narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the
low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement.
Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts.
Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications
of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed. |
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