Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
365864 | Learning and Instruction | 2009 | 15 Pages |
Abstract
This research uses cognitive load theory and theories of visual literacy to provide a theoretical underpinning for techniques to improve students' ability to recognise designers' styles in higher education. Using a lecture followed by tutorial format, students were required to learn the characteristics needed to identify a designer's work either by studying worked examples or by completing problem-solving tasks. The principle conclusion drawn from two experiments was that novice learners who have a moderate level of visual literacy skills are more successful at identifying a designer's work after studying worked examples compared to novice learners provided with problem-solving tasks.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Arianne Rourke, John Sweller,