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Formats and Prior Knowledge on Learning in a Computer-Based Lesson
ARTICLE

Journal of Computer Assisted Learning Volume 17, Number 4, ISSN 1365-2729 Publisher: Wiley

Abstract

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)

Citation

ChanLin, L.J. (2001). Formats and Prior Knowledge on Learning in a Computer-Based Lesson. Journal of Computer Assisted Learning, 17(4), 409. Wiley. Retrieved June 27, 2019 from .

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