Formats and Prior Knowledge on Learning in a Computer-Based Lesson
ARTICLE
Lih-Juan ChanLin
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 August 5, 2024 from https://www.learntechlib.org/p/93095/.
This record was imported from
ERIC on April 18, 2013. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
The Effect of Electronic Storybooks on Struggling Fourth-Graders' Reading Comprehension
Ihsan Seyit Ertem
Turkish Online Journal of Educational Technology Vol. 9, No. 4 (October 2010) pp. 140–155
-
The Effects of Using Different Types of Multimedia Presentations on Thai Seventh-grade Learners’ Understanding of a Social Studies Text
Rosarin Adulseranee & Prof. James Lockard, Northern Illinois University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 2283–2288
-
Evaluating the Use of Learning Objects for Secondary School Science
Robin Kay & Liesel Knaack, University of Ontario Institute of Technology (UOIT), Canada
Journal of Computers in Mathematics and Science Teaching Vol. 26, No. 4 (October 2007) pp. 261–289
-
Web-Based Animation or Static Graphics: Is the Extra Cost of Animation Worth It?
Li Zhu & Barbara Grabowski, The Pennsylvania State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 15, No. 3 (July 2006) pp. 329–347
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
