Realism in Visualized Instruction

Abstract

To determine the relative effectiveness of two types of visuals in facilitating S's achievement of different educational objectives 185 tenth grade Ss received a pretest, participated in one of three instructional treatments, and received two individual criterion tests measuring different levels of cognitive ability—knowledge and comprehension. Scores achieved on the two criterion tests were combined to provide a test of total understanding. Analysis indicated that increasing the amount of realistic detail in visuals can facilitate the learning of specific objectives.