| Abstract: | Two CAI programs tested the effects of plain and enhanced screen designs, with or without information about the designs, and task-type on learning time and achievement. The enhanced versions used headings, directive cues, running heads, and graphic devices to organize and structure the content, Information about the screens described the purposes of the enhanced features and instructed the students to use those features while studying. One program required learners to perform a memorization task; the second program required concept acquisition and application. Plain-screen versions were equal to the enhanced versions in the effects on learning. Information about text enhancements reduced lesson time when the enhancements provided the learner with program control options. |
