The Relationship Between Text Display Method and Knowledge Retention

Church, Jeff         (828) 262-7095

Instructional Technology Consultant

Instructional Computing Services

Appalachian State University

Abstract (up to 200 words):
One of the persisting problems with assessing the effects of computer-based instructional design is the lack of available experimental data. During the Fall 2002 semester, 267 incoming Appalachian State University freshmen took part in an experimental study looking at the relationship between text-display method and short-term knowledge retention during self study. The three text display methods used were traditional printed text, computer-based linear text, and computer-based hypertext. Using the Analysis of variance (ANOVA) statistical technique, significant differences in post-test scores for each of the display methods, gender, and student self-reported effort during the study were explored. The results of this study will be of interest to anyone involved in the process of placing materials in an online environment.

Session type:
Short presentation (20 minutes)

Time slots:
C6 - Fr 1:00 - 1:45

Room:
Victoria C

Last Modified September 9, 2003
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