Physiological Responese Measrement to Identify Online Visual Representation Designs

Yu-Ping Hsu,Richard Branham,Edward Meyen

doi:10.14569/ijacsa.2014.051014

Abstract

This research involved the identification and validation of text-related visual display design principles from the literature. Representations were designed and developed that illustrated the intent of each visual display design principle included in the study. The representations were embedded in a research intervention and included validated examples of accurate displays of each principle and examples with varying degrees of inaccuracies. The representations were created based on design theories of human cognition: perceptual, attention memory, and mental models [1][2][3][4][5], and presented via a monitor in a controlled research environment. The environmental controls included space appropriate to the experiment, constant temperature, consistent lighting, management of distractions including sound, monitoring of operation of the measurement device and the use of standardized instructions. Bertin’s seven visual variables: position, size, color, shape, value, orientation and texture, were also examined within the design principles [6]. The result of the independent samples t test did not find significant differences between good and poor visual designs for all images across subjects. However, the results of the paired-samples t test found significant mean differences between Bertin’s principles for color, value and orientation of visual designs across subjects. The findings support future online instructional designs and investigate the implications for the design of online instruction.

Highlights

The transformation of the learning environment, as a consequence of unprecedented growth at all levels of education, has occurred without the benefit of broad based programmatic research
A more recent interdisciplinary line of research on online instruction resulted in the creation and validation of Universal Designs for Learning (UDL) [11][12]
The second was the oral announcement in classes by instructors who agreed to participate in the recruitment of participants

Summary

Introduction

The transformation of the learning environment, as a consequence of unprecedented growth at all levels of education, has occurred without the benefit of broad based programmatic research. Research in online instruction focused largely on (1) the structuring of content, (2) strategies for the validation of online instructional design elements to enhance instruction, and (3) an approach to instructional accountability. A body of literature raised questions about the quality of online instruction, e.g., retention, student performance, and lack of engagement; there were issues related to the need for additional research [7][8][9][10]. A more recent interdisciplinary line of research on online instruction resulted in the creation and validation of Universal Designs for Learning (UDL) [11][12]. This research combines education, cognitive neuroscience and technology to fill the gap of visual display design in online instruction. The early evolving pattern of this research has addressed the application of UDL to online instruction as a mode of teaching and learning

Objectives

Methods

Results