Visual displays and contextual presentations in computer-based instruction

Abstract

The effects of two instructional strategies, visual display and contextual presentation, were investigated in the acquisition of electronic troubleshooting skills using computer-based instruction. Three types of visual displays (animation, static graphics with motion cues, and static graphics without motion cues) were used to represent structures and functions of electronic circuits and trouble-shooting procedures. The first hypothesis was that animation would be more effective than static graphics, but that static graphics with adequate motional cues representing the dynamic aspects of the task would accomplish results similar to animation. Results supported this hypothesis. The second hypothesis was that context-dependent instruction would be more efficient than context-independent instruction for solving problems in similar contexts, but that context independent instruction would be more effective in solving problems encountered in different contexts. The results supported this hypothesis. A general conclusion of this study is that the use of visual displays and contextual presentation should be based on the learning requirements of the task and the expected roles of the strategy in the learning.