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dc.contributor.authorBianchi, Laura J. 20:19:22 (GMT) 05:50:27 (GMT)
dc.description.abstractWith the increase in online course use (Allen & Seaman, 2017), there is an increasing need to determine the most effective (i.e., the most conducive for learning) way to present lectures online (e.g., video lectures). Lecture graphics that are interesting but extraneous to the content (e.g., a celebrity), have been shown to impair comprehension of the material, likely resulting from an increase in cognitive load. In this study, the use of graphics on the slides of an online psychology lecture was manipulated to determine the extent to which images can improve (or impair) comprehension as well as the effect it may have on intentional and unintentional mind-wandering. Across our two experiments, we demonstrate no differences across conditions (i.e., unnecessary graphics, relevant graphics, no graphics) in overall comprehension and limited differences in mind wandering behaviour.en
dc.publisherUniversity of Waterlooen
dc.subjectonline learningen
dc.subjectmind wanderingen
dc.subject.lcshVisual educationen
dc.subject.lcshWeb-based instructionen
dc.titleThe Role of Graphics in Video Lecturesen
dc.typeMaster Thesisen
dc.pendingfalse of Waterlooen
uws-etd.degreeMaster of Artsen
uws-etd.embargo.terms4 monthsen
uws.contributor.advisorRisko, Evan
uws.contributor.affiliation1Faculty of Artsen

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