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Students' Cognitive Styles and the Need of Visual Control in Animation.
Peer reviewed Peer reviewed
Chanlin, LihJuan – Journal of Educational Computing Research, 1998
Reports the use of two different visual-control treatments (self-controlled versus system-imposed) among students with different cognitive styles (Field Independent and Field Dependent). Eighth-grade students were tested to determine how they learned from different design approaches of animated instructional materials. Effect of visual control was…
Descriptors: Animation, Cognitive Processes, Cognitive Style, Computer Assisted Instruction