Effect of Varying Amount of Realistic Detail in Visual Illustrations Designed to Complement Programmed Instruction

Abstract

This experiment was designed to evaluate the effectiveness of 8 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 of five criterial measures. Freshman students at The Pennsylvania State University were randomly assigned to one of 9 treatment groups. Each student received a pretest, participated in his respective programmed presentation, and received 4 individual criterial measures. Results indicated that some types of visuals are more effective than others in facilitating student achievement of specific educational objectives. Analyses also indicated that the addition of color in specific types of illustrations is an important instructional variable.