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Term Memory in Computer-Environment Learning Tasks Graduate Theses, Dissertations, and Problem Reports 2009 Effects of color and animation on visual short -term memory in computer-environment learning tasks Marc Debiase West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Debiase, Marc, "Effects of color and animation on visual short -term memory in computer-environment learning tasks" (2009). Graduate Theses, Dissertations, and Problem Reports. 2895. https://researchrepository.wvu.edu/etd/2895 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. i Effects of Color and Animation on Visual Short-Term Memory in Computer-Environment Learning Tasks Marc Debiase Dissertation submitted to the College of Human Resources and Education at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Education in Instructional Design and Technology Terence C. Ahern, Ph.D. Chair Daniel Hursh, Ph.D. Chair Richard T. Walls, Ph.D. R. Neal Shambaugh, Ph.D. Sebastian R. Diaz, Ph.D., J.D. Department of Technology, Learning and Culture Morgantown, West Virginia 2009 Copyright 2009 - Marc Debiase ABSTRACT Effects of Color and Animation on Visual Short-Term Memory in Computer-Environment Learning Tasks Marc Debiase The goals of this research study were to gain a better understanding of the effects of color and animation on visual short-term memory (STM) in computer-environment learning tasks. The research methodology was based on an investigative design that attempted to address weaknesses of previous visual STM research (Klauer & Zhao, 2004) to provide information readily applicable to instructional design and technology. A 3 x 2 x 3 totally-within participants, repeated-measures Factorial Analysis of Variance (ANOVA) design was utilized to investigate limitations on visual short-term memory learning processes in computer-learning environments. Participant scores for accuracy of visual learning tasks and participant latency in responses to visual learning tasks were measured. Findings suggest achromatic color information interferes with visual STM learning tasks in specific contexts. Findings also suggest that the use of animations in visual STM learning tasks may interfere with complex visual STM learning. Numerous questions are raised for further research utilizing experimental designs that focus on visual STM learning tasks in contrast to designs that focus solely on identifying visual STM parameters. Keywords: Computer aided instruction; Computer based instruction; Double dissociations; Dual coding; Multimedia learning theory; Information processing, Instructional design, Phonological loop, Short-term memory, Visual and spatial short-term memory, Visual stimuli, Visuospatial sketch pad, Working memory iii ACKNOWLEDGEMENTS In recognition of my family and friends: Having completed the requirements for the degree of Doctor of Education in Instructional Design and Technology I would like to take a moment to reflect on the people who have impressed me, guided me, and made this accomplishment possible. First, I would like to mention the profound impression Dr Patricia Rice had on me as a freshman in the Sociology & Anthropology program at West Virginia University beginning in 1986. Dr Rice encouraged me to look deeply at humanity from a perspective of prehistory up through modern times. At this time I really began to look at myself in context of a world that existed far beyond the universe as I had known it. Dr Ronald Althouse provided me guidance in pursuing the study of Sociology. Dr Althouse put Marx, Spencer, Durkheim, Weber, Mead and many others in my constant thoughts. Understanding of the differing perceptions of society between east and west became a passion. And, it was Dr Althouse who encouraged me to pursue Technology Education, many years before I actually found myself doing just that. Dr Edward Caldwell provided me an unyielding interest in Psychology. Dr Caldwell encouraged me to instruct, and gave me an opportunity to tutor when I was a freshman. This was the beginning. Dr David McCrory provided me Technology Education during the golden age of his career. His guidance provided me the courage to write and produce a technology documentary entitled Morgantown & American: Transportation Yesterday, Today, and Tomorrow. Dr Neal Shambaugh played a very encouraging role in the pursuit of my education. Dr Shambaugh taught me Instructional Design. During this time, what it meant to become an instrument of education was realized. Dr Richard T. Walls provide me unyielding encouragement also. He encouraged me to pursue my interests in Psychology and research. I respected his knowledge and benefited greatly from his wisdom, guidance, and advice. Dr Terence Ahern provided me with an understanding of instructional systems. This way of perceiving the complexities of education provided me the knowledge to make new connections with the elements of the universe, peoples, societies, organizations, and more. And, it provided me the insight to clearly provide context to those I teach. Lastly, I would like to reflect on the effort of Dr Daniel Hursh. Quite honestly Dr Hursh’s unyielding presence, understanding, academic guidance, and respect of my accomplishments as a scholar provided the anchor that the culmination of my education required. And, he provided me the opportunity to finally, after many years of pursuit, teach. iv TABLE OF CONTENTS ABSTRACT .......................................................................................................................................ii ACKNOWLEDGEMENTS ...............................................................................................................iii TABLE OF CONTENTS ...................................................................................................................iv CHAPTER I: INTRODUCTION .......................................................................................................1 Emerging technology in education ...................................................................................1 Need for research ..............................................................................................................4 Problem statement .............................................................................................................6 Research questions ............................................................................................................9 Goals of research ...............................................................................................................10 Limitations ........................................................................................................................11 Organization ......................................................................................................................12 Summary ...........................................................................................................................12 CHAPTER II: REVIEW OF LITERATURE ....................................................................................14 General introductory review .............................................................................................14 Computer based instructional development ......................................................................16 Role of instructional design and technology .....................................................................19 Approaches to research and development of computer-learning environments ...............23 Traditional instruction verse computer instruction comparative models .........27 Usability evaluations – Task oriented studies ..................................................29 Psychometric approaches to research and development ..................................32 Study of visual memory systems .......................................................................................44 CHAPTER III: RESEARCH METHOD ...........................................................................................61 Research design overview .................................................................................................61 Hypotheses .......................................................................................................61 v Independent variables .......................................................................................62 Dependant variables .........................................................................................63 Participants ........................................................................................................................63 Setting ...............................................................................................................64 Instrument .........................................................................................................................65
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