THE EFFECT OF VARYING THE AMOUNT OF REALISTIC DETAIL IN VISUAL ILLUSTRATIONS DESIGNED TO COMPLEMENT PROGRAMMED INSTRUCTION

Abstract

Abstract This experiment was designed to evaluate the effectiveness of eight types of visual illustrations used to complement programmed instruction. The various types of visual illustrations were evaluated in terms of their ability to improve student achievement on five criterion measures. 175 freshmen students at the Pennsylvania State University were randomly assigned to one of the nine treatment groups. Each student received a pre‐test, participated in his respective programmed presentation and received four individual criterion measures. The results indicate that some types of visuals are more effective than others in facilitating student achievement of specific educational objectives. The analyses also indicated that the addition of colour in specific types of illustrations is an important instructional variable to be used in increasing student achievement of specific educational objectives.