The purpose of this study was to examine the effects of five variations in the location of meaningful illustrations in relation to their referent text on immediate recall and retention of verbal information and concrete concepts, on time to completion of the instruction, and on students' opinions about the instructional materials, the subject matter, and their own performance. / The bases for the conceptual framework for the study was the information-processing model of Robert M. Gagne and research on the functions of pictures in text. / Assessment instruments were an immediate posttest, a parallel delayed retention test, and an opinionnaire. Covariates were standardized reading test scores; time, in minutes, to completion of the instruction; and, for analysis of retention test scores, immediate posttest scores. / The study was conducted in two phases--a pilot study and the experiment. Data from 45 fifth-grade students in two intact classrooms were analyzed for the pilot study. Data from 291 fifth-grade students in twelve intact classrooms were examined for the experiment. / Analysis of covariance resulted in no significant differences in the effects of the five illustration placements on total immediate posttest scores, total delayed retention test scores, the subparts of verbal information scores and concrete concepts scores on the two tests, or on the time taken to completion of instruction. Chi-square analysis of response frequencies on each of the ten items of the opinionnaire revealed no significant differences among the five treatment groups for any item. The covariates accounted for most of the explained variance in the analyses of covariance. / This study provided a theoretical basis for research in the use of pictures in text, but did not add to the body of research on which the decisions of graphic and instructional designers about the use of pictures in text should be based. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0368. / Thesis (Ph.D.)--The Florida State University, 1983.

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Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiii, 162 p.; also contains graphics. Includes abstract and vita. Advisor: Patricia Stuhr, Dept. of Art Education. Includes bibliographical references (p. 143-147).

<p> In this thesis, I propose a curriculum for first year composition (FYC), called the Game Studio curriculum, in which students learn writing through experiences playing, analyzing, and designing games. In Chapter 1, I review the ways in which many students are already learning in video game spaces and argue that the study of games has potential to alter FYC instruction for the better. In Chapter 2, I frame the scholarship behind the Game Studio using James Paul Gee&rsquo;s <i>What Video Games Have to Teach us About Learning and Literacy</i> and Jesse Schnell&rsquo;s <i>The Art of Game Design: A Book of Lenses.</i> I also provide context for Middle Tennessee State University&rsquo;s &ldquo;Literacy for Life&rdquo; objectives and discuss how the Game Studio curriculum supplements these objectives. In Chapter 3, I provide a detailed list of introductory projects designed to give both students and instructors a running knowledge of game jargon and game design concepts. In Chapter 4, I provide details for the final two projects, which involve the development of student-designed games. I conclude in Chapter 5 with my reflections on student responses to an exit survey at the end of the Game Studio semester.</p>