The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format…

This research was carried out to add to the current literature on learning styles by explaining various understandings of the topic and the previous research on it. Studies and information on learning styles and strategies are abundant, and the need for more research stems from the recent move towards student-centered classes. This paper is an…

Research on the benefits of visual learning has relied primarily on lecture-based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text-based and image-based active learning exercises on examination…

The purpose of the study was to compare 2D and 3D visual presentation styles, both still frame and animation, on subjects' brain activity measured by the amplitude of EEG alpha wave and on their recall to see if alpha power and recall differ significantly by depth and movement of visual presentation style and by spatial intelligence. In addition,…

This research aims to determine the effectiveness of cooperative groups, organized according to learning styles, on students' physics success. The research was designed according to non-equivalent control group design. In the experimental group, the students were assigned into cooperative groups heterogeneously according to their learning styles…

This study explored the causes of the reverse modality effect when learning from multimedia instruction. Participants were randomly assigned to one of two groups (visual text or spoken text). The findings revealed a reverse modality effect wherein that those studying visual text outperformed those studying spoken text on three assessments. Further…

Reports on a study that tested the effects of cognitive style upon the short-term recall of abstract figures seen with different contextual backgrounds. Findings indicated that field dependent individuals can learn and transfer visual information. (CH)

The effects of teaching experience and instruction on visual retention and knowledge of selected sports skills were investigated. Thirty-one experienced teachers and 29 undergraduates received 30 hours of instruction and were administered pre- and posttests to assess visual retention of performance and knowledge. Results and conclusions are…

Describes a study of undergraduates that explored the technique of progressive disclosure of information as a type of interactive illustration using paired associates. Noninteractive stimuli versus progressive stimuli are compared, and progression as a technique that provides a visual link to help create a semantic link and facilitate memory is…

This study investigates the relationship between speed of recognition and accuracy of the responses when visual mental imagery is controlled through imagery instructions. The procedure was to compare the achievement of learners where the independent variable was imagery instructions. The subjects were two 20-person groups of undergraduates from a…

Investigates the interaction between teaching technique (multimedia versus traditional teaching approaches) and student learning styles (verbally- and visually-oriented students) to demonstrate that individual differences moderate the impact of multimedia approaches on student learning. Suggests that multimedia benefits students with a high visual…

Investigates the effects of two hypermedia interface design strategies on learner efficiency, perceptions of usability, and performance. Compares undergraduate student outcomes of comprehending and locating information by using manual and visual filtering via computers. Findings support the use of these filtering tools as methods of increasing…

Two instructional variables, visual illustrations and visual mental imagery, were compared for their influences on learning and cognitive strategies. It was hypothesized, based on dual-code theory, that attempts to combine the two would facilitate learning. In a completely randomized factorial design, treatments consisted of 4 versions of a…

There is substantial evidence that prose-relevant pictures contribute to increased recall of prose materials, particularly if the subjects are young children. The purpose of this study was to investigate the contribution of prose-relevant pictures to immediate and delayed recall of written prose including science content when the subjects were…

Discussion of the development of instructional multimedia materials focuses on a study of undergraduates that examined how the use of visual icons affected learning, differences in the instructional effectiveness of visual versus auditory processing of the same information, and timing (whether simultaneous or sequential presentation is more…