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Visual Design As a Holistic Experience: How Students Engage with Instructional Materials of Various Visual Designs

机译:视觉设计作为一种整体体验:学生如何参与各种视觉设计的教学材料

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摘要

This study explored factors thought to affect college students' selection and experience of instructional materials by utilizing general procedures of Giorgi's (2012) descriptive phenomenological psychological method and Spradley's (1979) approach to interpretation. Twenty-five undergraduate students were asked to study finite mathematics materials after selecting from four sets of options, with the same content but different visual designs and formats. The entire process was observed, and students were interviewed about their experience. As a result of the analyses, students were found to select instructional materials that met their expectations, and such expectations had been defined or impacted by their various previous experiences. For example, students who believed that instructional materials should effectively deliver content selected materials based on the ease of navigation. Meanwhile, students who believed that instructional materials should attract them and engage them into learning selected materials based on the attractiveness of the materials. Students made decisions regarding which materials met their expectations almost immediately after looking at the materials. In addition, opinions regarding which materials allowed easier navigation or which materials appeared to be attractive were diverse. Furthermore, many students felt that the number of words was different in the materials although every word on the four materials was the same. One student even thought that the tone of the language was different in different materials. Students' difference in perception regarding the content of the materials across different visual designs suggests that the affective perception of the visual design was powerful enough to influence students' cognitive perception of the content. Overall, students' difference in visual perceptions suggests that instructional content should be displayed in multiple different forms to comply with students' diverse visual needs.
机译:本研究利用Giorgi(2012)的描述现象学心理学方法和Spradley(1979)的解释方法,探索了影响大学生选择和教学材料体验的因素。从四组选择中选择的二十五个本科生被要求学习有限的数学材料,它们的内容相同,但视觉设计和格式却不同。观察了整个过程,并采访了学生有关他们的经历。分析的结果是,发现学生选择了符合他们期望的教学材料,并且这些期望已经被他们以前的各种经历所定义或影响。例如,认为教学材料应根据导航的便捷性有效地交付所选内容的学生。同时,认为教学材料应该吸引他们的学生,并根据材料的吸引力吸引他们学习所选的材料。在查看材料后,学生几乎可以立即决定哪些材料符合他们的期望。此外,关于哪些材料可以更轻松地导航或哪些材料看起来很有吸引力的意见也多种多样。此外,尽管四种材料上的每个单词都相同,但许多学生仍认为材料中的单词数量不同。一位学生甚至认为语言的语气在不同的材料中是不同的。学生对不同视觉设计中材料内容的感知差异表明,视觉设计的情感感知足以影响学生对内容的认知。总体而言,学生在视觉感知上的差异表明,教学内容应以多种不同形式显示,以符合学生多样化的视觉需求。

著录项

  • 作者

    Tomita, Kei.;

  • 作者单位

    Indiana University.;

  • 授予单位 Indiana University.;
  • 学科 Instructional design.;Educational technology.;Aesthetics.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 264 p.
  • 总页数 264
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:54:20

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