Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 76-86). Also available in print.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 269-289). Also available on the Internet.

Thesis (Ph.D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xii, 110 p.; also includes graphics. Includes bibliographical references (p. 103-110). Available online via OhioLINK's ETD Center

Thesis (Ph.D.)--Mississippi State University. Department of Industrial and Systems Engineering. / Title from title screen. Includes bibliographical references.

Thesis (MPhil)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 25, 2006. Dissertation Committee: Larry D. Kennedy (chair), John V. Godbold, John T. Goeldi, Barbara S. Heyl. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvii, 339 p.; also includes graphics. Includes bibliographical references (p. 305-315). Available online via OhioLINK's ETD Center

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 269-289). Also available on the Internet.

Thesis (Ph. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 11, 2006. Dissertation Committee: Graham A. Jones (chair), Kenneth N. Berk, Patricia Klass, Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 115-124) and abstract. Also available in print.

abstract: Web-based learning resources have been criticized as being developed with minimal consideration as to the effectiveness of the design principles or guidelines used to create them. Extraneous material is oftentimes present and necessary for learners to engage in effective learning with multimedia learning material. Signaling learners towards important information between images and corresponding text has been shown to be an effective method for providing learners a way to quickly find information between the two parts of the learning material. However, not all signaling methods are equally effective in all applications. This study investigates a novel signaling method, using spatial isolation of text, as a way to signal learners in a web-based format compared to a traditional highlighting method and a non-signaled control group. Improved learning performance was observed for knowledge retention using text isolation as the signaling method, but no other significant effects were observed between the other conditions. Additionally, transfer of knowledge across all conditions showed no significant differences either. While minimal support for the effectiveness of isolated text signaling was demonstrated, the statistical means trend across all post-test knowledge assessments suggest that further evaluation of the novel signaling method is justified. / Dissertation/Thesis / Masters Thesis Applied Psychology 2017