![[Educational Journals - General Education]](gened0.gif)
Lih-Juan Chanlin
Journal of
Educational Computing Research, Vol 19 No 4, 1998, p. 353-365
Animation and visual presentation in multimedia provide the flexibility
to exploit scientific knowledge and students' cognitive styles. The focus
of this study is to report the use of two different visual control treatments
(self-controlled vs. system-imposed) among students with different cognitive
styles (Field Independent and Field Dependent). Eigth-grade students were
tested to determine how they learned from different design approaches of
instructional materials. The 2 (cognitive style) x 2 (treatment) ANCOVA,
controlling for a covariate, prior physics scores, indicates a main significant
effect with respect to visual control (p < 0.0005), but an insignificant
effect with respect to cognitive style (p > 0.05). The effect of visual
control treatment is significant among FI students (p < 0.05) but not
FD students (p > 0.05).
![[Software]](../gifs/gosoftware.gif){kind=small}
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