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Over the past decade there have been numerous printed editions of graphic design history. Indeed, the industry is becoming saturated with new printed editions each year. Preparing content to teach history of graphic design courses at the University of Southern Mississippi, Hattiesburg, MS, and Louisiana State University, Baton Rouge, LA, resulted in an extensive list of different texts as resources, including the texts by Meggs, Hollis, and Eskilson. It became clear that one book could not be prescribed as the master textbook for the course, so no textbook was required, but many were recommended. Rather, the resources, readings and talking. | STUDYING THE EFFECTIVENESS OF ANIMATION AND GRAPHICS WITH TEXT ON FOURTH FIFTH AND SIXTH GRADERS by Sushma Jolly A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Masters of Arts Major Curriculum Instruction Under the Supervision of Professor David W. Brooks Lincoln Nebraska. December 2003 STUDYING THE EFFECTIVENESS OF ANIMATIONS AND GRAPHICS WITH TEXT ON FOURTH FIFTH AND SIXTH GRADERS Sushma Jolly M.A. University of Nebraska 2003 Adviser David W. Brooks This study evaluates the degree to which computer animation contributes toward learning. With the increasing usability of computers and everyday usage in life it is important to know how computers can develop children s interest in discovering the created knowledge through animated simulations in computer-based environments. This is an experimental study with the primary purpose of exploring the effectiveness of animations-with-text compared to graphics-with-text in comprehending scientific knowledge on fourth fifth and sixth grade students. This study attempts to capture the difference in the amount of information that was learned by a participant by quizzing them on the information presented to them. The subjects were fourth fifth and sixth grade students visiting the Butterfly Pavilion at the Folsom Children s Zoo Lincoln Nebraska. The instructional topic used for both the treatments was the Life Cycle of a Monarch Butterfly. The content of the animation-with-text group was delivered in electronic media in form of animations embedded with text and the content of the graphics-with-text group was delivered in paper-based format in the form of graphics-with-text. In both groups each student received a pretest and posttest which identified the differences in recall inference and comprehension levels of the scientific concept taught through the two different treatments. It was hypothesized that there would be significant .
