Procedures for creating instructional text illustrations are not explicit in the literature. Therefore, an illustration design model was developed requiring designers to consider how target learners study illustrated text, to use learner data regarding their specific illustration requirements, and to apply four steps in order to develop illustration specifications. These steps address the events of instruction to be provided or supported, and the locations, content, and learning cues for each illustration. Illustration design principles were derived from recent literature to support these steps. / Three sets of illustrations for the same automotive mechanics assembly procedure were developed to evaluate the model: seven "learner-based" illustrations using the complete model; ten "designer-based" illustrations using the model without learner data; and one "typical" illustration. To assess the learning effects of the model's use, 173 students were randomly assigned to one of the three treatments. Students took a vocabulary test, studied their illustrated assembly procedure, completed a multiple-choice posttest, and answered questions about their study of the illustrations (visualization). Thirty-seven students were randomly selected to also perform the assembly procedure. / Few differential effects among the three treatments were found. Students studying the "learner-based" illustrations did no better than the others on the posttest. Analysis of covariance suggested that students studying the "designer-based" illustrations performed the assembly significantly better (p < .05). No interactions related to vocabulary or visualization scores were found. Chi-square analyses of individual posttest and assembly items revealed significant differences which could be related to the treatment illustrations. Visualization scores correlated significantly with overall posttest and assembly results. Vocabulary correlated significantly only with overall posttest results. / Based on the results, the model seems useful and relevant to designing illustrations; however, the use of specific learner data should be eliminated. It was also concluded that procedure illustrations should focus on difficult aspects of the performance; training in the study of illustrations could improve students' written and performance test results; and that further applications of the revised model should be evaluated. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1103. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75300 |
| Contributors | LAUGEN, RONALD CHARLES., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 327 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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