Abstract
HyperCard stacks were used to present and illustrate concepts in person perception and attribution theory. Active participation of learners was maintained through the use of interactive tutorials and simulations requiring frequent learner input. Scanned photographs, cartoons, animations, and diagrams were used to increase learner interest. Two groups of college students were tested after interaction with either the HyperCard stacks or textual materials that presented these concepts to discover the relative effectiveness of the stacks. The HyperCard group scored significantly better on an information test after a 2-h exposure to the material. The same group expressed enthusiasm, enjoyed the study experience, and voiced a desire to have more computer-assisted learning experiences, while the other group found the interaction with textual materials boring and did not look forward to a similar experience in the future.
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This project was supported in part by a grant from the Minority Science Improvement Program to the Psychology Department at Hampton University. Copies of the HyperCard stacks may be obtained by writing Linda C. Petty, Director, Center for Teaching Excellence, Hampton University, Hampton, VA 23668.
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Petty, L.C., Rosen, E.F. Using HyperCard to teach person perception and attribution concepts. Behavior Research Methods, Instruments, & Computers 23, 247–248 (1991). https://doi.org/10.3758/BF03203372
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DOI: https://doi.org/10.3758/BF03203372