Abstract
Learning from expository text in computer-based instruction (CBI) was examined as a function of text density level (high, low, or learner-controlled) and learner characteristics in achievement, attitudes, and reading ability. Low-density text was found to be as effective for learning as high-density text, but was more popular among students and also reduced completion time. The highest achievement was obtained in the learner-control condition, with low-ability readers showing a greater tendency to select high-density text than did high-ability readers. Reading ability was also positively related to achievement in learning from high-density computer text and to preferences for learning from CBI relative to print. Based on the resulte, use of low-density text is suggested as a standard feature or learner-control option for CBI lessons.
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Ross, S.M., Morrison, G.R. & O’Dell, J.K. Obtaining more out of less text in CBI: Effects of varied text density levels as a function of learner characteristics and control strategy. ECTJ 36, 131–142 (1988). https://doi.org/10.1007/BF02765460
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DOI: https://doi.org/10.1007/BF02765460