| Abstract: | A study was conducted in which one group of students was taught for 4 weeks using computer-generated lecture-relevant visual materials (i.e., still color video-displayed graphics) and then for 4 weeks using traditional lecture-relevant visual materials (i.e., blackboard and overhead transparency drawings). During the same time period, a comparable group of students was taught the same material by the same instructor for 4 weeks using traditional lecture-relevant visual materials and then for 4 weeks using computer-generated lecture-relevant visual materials. Students' learning of the course material (i.e., operationalized in terms of examination scores) and their attitudes about the course and instructor were assessed after the first 4-week period (Time 1) and the second 4-week period (Time 2). The pattern of exam score results suggested that student learning was negatively affected from Time 1 to Time 2 for those first having, and then not having, the computer-generated visuals and was positively affected from Time 1 to Time 2 for those first not having, and then having, the computer-generated visuals. Statistical tests performed on the data, however, did not reach acceptable levels of significance. Student attitudes did not parallel the performance data. Implications of the results are discussed. |
