A System for Generating Instructional Computer Graphics

Nygard, Kendall E.; Ranganathan, Babusankar

doi:10.1080/00011037.1983.11008342

Cited by 3 publications

(2 citation statements)

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“…More sophisticated instructional graphics, such as pictorial, symbolic, schematic, or figurative displays, can be effective in teaching, and the visualization of c.bstract ideas through figurative displays may very well enhance learning (Nygard & Ranganathan, 1983).…”

Section: Figure 3 Transparent Textmentioning

confidence: 99%

Designing Instructional Materials With Desktop Publishing Software

Knupfer

McIsaac

1992

Journal of Research on Computing in Education

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As more and more people gain access to personal computers and poweiful desktop-publisfting software, many teachers and trainers are producing their own instructional materials using desktop publishing. The new desktop-publishing software offers a wide variety of graphic and text combinations. Three popular text-graphic treatments are run-around, wrap-around, and transparent text. In addition to changing the shape of the text surrounding the graphic, the first two types of text-graphic placement can utilize variations in the amount of white space surrounding the graphic as well. This study utilized the wrap-around text format with variations in the amount of white space surrounding the graphic to investigate effect of white-space variations on reading speed and comprehension. The subjects for this study were 128 university students enrolled in an undergraduate computer literacy course. ANOVA revealed a significantly lower mean score in comprehension for the treatment with one-half inch of Y-'hite space surrounding the graphic. Guidelines are suggested concerning the appropriate amount of white space to use in order to take advantage of aesthetics while maintaining as !ittle interference with reading as possible. (The proliferation of powerful personal computers along with improvements in desktop-publishing software have revolutionized the printing and publication process. Now even a novice can use a range of techniques that were formerly available only to professional layout artists. As powerful desktop-publishing programs become easier to use and more affordable in price, more people are designing and producing their own instructional materials by transforming existing art into professional quality work that can be pasted into a variety of text formats. By doing their own work, people are able to realize considerable savings and time, thus gaining the opportunity to provide a type of instructional material that was expensive, impractical, or inaccessible to them under previous conditions.

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Section: Figure 3 Transparent Textmentioning

confidence: 99%

Designing Instructional Materials With Desktop Publishing Software

Knupfer

McIsaac

1992

Journal of Research on Computing in Education

View full text Add to dashboard Cite

show abstract

“…More sophisticated instructional graphics, such as pictorial, symbolic, schematic, or figurative displays, can be effective in teaching. The visualization of abstract ideas through figurative displays may indeed enhance learning (Nygard & Ranganathan, 1983).…”

Section: Introductionmentioning

confidence: 99%

Desktop Publishing

Knupfer

McIsaac

1989

Journal of Research on Computing in Education

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This study investigated the effects of two desktop publishing features, run-around and wraparound text, on students' reading speed and comprehension. A secondary purpose was to determine the feasibility of developing guidelines for placing graphics within electronic text. Ninety students participated in the study. Four sets of reading materials with identical content were administered. The text of the reading materials was varied by format: runaround, wrap-around, single and double column. Results indicated a significantly faster reading speed and better comprehension for wrap-around text (text fitted tightly around the graphic) than for run-around text (text boxed around the graphic). There was no significant difference for column format. (

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