Skip to main content
SpringerLink
Log in

Detail and background in audiovisual lessons and their effect on learners

  • Articles
  • Published:
ECTJ Aims and scope Submit manuscript

Abstract

Does complexity of detail, accuracy of scale, and use of background help subjects learn technical information? Apparently not — at least not the 80 soldiers who learned about bore sighting of tank machine guns in this study. Half the subjects used the existing self-contained learning package, a tape-filmstrip lesson containing a large number of complex visuals. The other half used lessons identical in the audio portion but containing simplified (but not deliberately improved) visuals. There were no significant differences between the two groups in achievement, and both were strongly favorable toward their respective lesson.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Carpenter, C. R. A theoretical orientation for instructional film research.AV Communication Review, 1953,1, 38–52.

    Google Scholar 

  • Carpenter, C. R.Evaluation of the film: Military police support in emergencies (riot control) (U.S. Naval Training Device Center ONR Research Report No. SDC-269-7-52). Port Washington, N.Y.: Pennsylvania State University, Instructional Film Research Program, 1954.

    Google Scholar 

  • Dale, E.Audio-visual methods in teaching. New York: Holt, 1954.

    Google Scholar 

  • Dwyer, F. M. Adapting visual illustrations for effective learning.Harvard Educational Review, 1967,37, 250–263.

    Google Scholar 

  • Dwyer, F. M.A guide for improving visualized instruction. University Park, Pa.: Learning Services, 1972.

    Google Scholar 

  • Gorman, D. A. Effects of varying pictorial detail and presentation strategy on concept formation.AV Communication Review, 1973,21, 337–350.

    Google Scholar 

  • Lumsdaine, A. A., & Gladstone, A. I. Overt practice and audio-visual embellishment.Learning from films. New Haven, Conn.: Yale University Press, 1958.

    Google Scholar 

  • Morris, C. W.Signs, language and behavior. New York: Prentice-Hall, 1946.

    Google Scholar 

  • Paivio, A., Rogers, T. B., & Smythe, P. C. Why are pictures easier to recall than words?Psychonomic Science, 1968,11, 137–138.

    Google Scholar 

  • Spaulding, S. Communication potential of pictorial illustrations.AV Communication Review, 1956,4, 31–46.

    Google Scholar 

  • Wicker, F. W. Photographs, drawings, and nouns as stimuli in paired-associate learning.Psychonomic Science, 1970,18, 205–206.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Utah State University, 84322, Logan

    Walter R. Borg (professor of psychology)

  2. Michigan State University, 48823, East Lansing

    Charles F. Schuller (professor emeritus)

Authors
  1. Walter R. Borg
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Charles F. Schuller
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Borg, W.R., Schuller, C.F. Detail and background in audiovisual lessons and their effect on learners. Educational Communication and Technology Journal 27, 31–38 (1979). https://doi.org/10.1007/BF02765313

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02765313

Keywords

Search

Navigation