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Peer reviewedChanLin, Lih-Juan – Journal of Computer Assisted Learning, 2001
Investigated the effects of presentation format (animation, still graphics, text) and the students' prior knowledge on learning a computer-based physics lesson in grades eight and nine. Results of an analysis of covariance indicated that specific presentation formats are not equally effective for the different prior knowledge groups. (Author/LRW)
Descriptors: Analysis of Covariance, Computer Assisted Instruction, Computer Graphics, Grade 8
