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|a ED223199 Microfiche
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| 100 |
1 |
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|a Jennings, Tom,
|d 1961-
|0 http://id.loc.gov/authorities/names/no2011060984
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| 245 |
1 |
4 |
|a The Effect of Varied Visual Cueing Strategies in Facilitating Student Achievement on Different Educational Objectives /
|c Thomas Jennings and Francis M. Dwyer.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1982.
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| 300 |
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|a 7 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
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| 500 |
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|a ERIC Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Research and Theory Division (Dallas, TX, May 1982). For other papers, see IR 010 442-487.
|5 ericd
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|a Educational level discussed: Higher Education.
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| 520 |
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|a 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 to treatments using larger step size and simple visual cueing. Parts of Dwyer's instructional materials were modified and used with varying degrees of visual cueing. Simple visual cues employed were static position indicators. Dynamic-process arrows, motion indicators, and shading were used as elaborate cues. Immediate and delayed posttests were administered to 92 university students in four treatment groups, following self-paced interaction with assigned instruction presentations. Results showed that visual step size affected achievement on certain criterion tasks. Selective reduction of visual step size had an overall facilitative effect on immediate learning and on the individual drawing task, but effect was maintained only on the drawing test. Instructional treatments differing only in degree of visual cueing used were equally effective. No advantage was gained in visualized instruction by using elaborate visual cueing. Ten references are listed with this research report. (LMM)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
0 |
7 |
|a College Students.
|2 ericd
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| 650 |
1 |
7 |
|a Cues.
|2 ericd
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| 650 |
1 |
7 |
|a Difficulty Level.
|2 ericd
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| 650 |
0 |
7 |
|a Higher Education.
|2 ericd
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| 650 |
1 |
7 |
|a Illustrations.
|2 ericd
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| 650 |
0 |
7 |
|a Instructional Materials.
|2 ericd
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| 650 |
0 |
7 |
|a Intermode Differences.
|2 ericd
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| 650 |
0 |
7 |
|a Pictorial Stimuli.
|2 ericd
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| 650 |
1 |
7 |
|a Visual Aids.
|2 ericd
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| 650 |
1 |
7 |
|a Visual Learning.
|2 ericd
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| 653 |
1 |
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|a AECT Research and Theory Division Meeting
|a Stimulus Characteristics
|a Stimulus Complexity
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| 655 |
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7 |
|a Reports, Research.
|2 ericd
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| 655 |
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7 |
|a Speeches/Meeting Papers.
|2 ericd
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| 700 |
1 |
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|a Dwyer, Francis M.,
|e author.
|0 http://id.loc.gov/authorities/names/n85258815
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| 907 |
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|b 211122
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|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
|t 0
|e ED223199 Microfiche
|h Other scheme
|i Microform (Microfilm/Microfiche)
|n 1
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