Effects of violating screen design principles of balance, unity, and focus on recall learning, study time, and completion rates

Abstract

The purpose of this experimental research study was to determine if artistic screens (screens that employ accepted principles of visual design) influence the learning process. The independent variable was screen design: the dependent variables were recall learning, lesson completion time, and completion rate. Fifty-two adult subjects loom a research university in Western Canada participated in this study. Comparisons of the two groups showed that there was no difference in achievement scores between subjects who used the lesson with good design principles and those who used the lesson with poor design principles. However, it was found that subjects who used the lesson with good design principles completed the lesson in less time (21%) and had a higher completion rate (74°,'o vs. 45%) than those who used the lesson with poor design principles. Possible explanations focused on automaticity of control processes while learning and complexity of cognitive processing as a function of complexity of visuals. The worst thing that can happen to an artist is to create a visual image that does not interest the viewer. Should the same also hold true for the instructional technologist who creates computer screens? Heroes (1984) claims poorly designed computer screens can hinder communication. Can visually pleasing computer screens enhance communication? Much of the literature in computer based instruction offers guidelines based on the empirical research available regarding the use of text, color, and graphics (Aspillaga, 1991; Baek & Layne, 1988; Duin, 1988; Gullingham, 1988; Heroes, 1984; Livingston, 1991; Rubens & Krull, 1985; Soulier, 1938; Steinberg, 1991; Szabo & Poohkay, 1994). This includes such areas as: text density, text size, line length, margins, columns, location of information, color choices and the use of graphics (in motion or static). If a visually pleasing screen is important, as much of the research states (Misanchuk & Schwier, 1995; Yang & Moore, 1996), why are there not similar guidelines based on

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