The NCSeT Research Site at the University of Oregon is preparing for field trials of its video supported biology text. Continue reading “Video Resources at UO”
Category: CES
Each research site will have its own category with items such as: Overview of research siteOverview of the researchCurrent ActivitiesWhat we've learned so far [findings]
UO Study 1
DYNAMIC vs STATIC ILLUSTRATIONS
The purpose of this study is to investigate the relative efficacy of two types of illustrations on the reading comprehension of secondary students with learning disabilities. Materials used in the study are text passages from a high school biology book, supported with either static illlustrations (e.g., two dimensional pictures, photos, graphs etc.) or dynamic illustrations (e.g., video, simulations, animations etc.). Examples of both are presented below for passages in a commonly used biology text.
UO Study 2
DESCRIPTIVE vs INSTRUCTIVE CAPTIONS
This study examines content area learning outcomes for learning disabled students when presented a short passage of text with an accompanying illustration with a descriptive or instructive caption. A descriptive caption simply describes what is being depicted in the illustration. This is the most common type of caption. An instructive caption provides covert and overt strategies for interacting with and interpreting what is being depicted in the illustration.
NCSeT Research Team at Oregon
The NCSeT Research Team at the University of Oregon is comprised of the following individuals:
- Dr. Lynne Anderson-Inman, Principal Investigator and Research Site Director
- Dr. Jonathon Richter, Research Coordinator
- Dr. Kimberley Ketterer, School District Liaison
- Dr. Ulad Slabin, Content Specialist
- Ben Fisher, Doctoral Student
About NCSeT Research at the University of Oregon
Dr. Lynne Anderson-Inman and her research team in the Center for Electronic Studying at the University of Oregon are conducting a series of studies designed to research the effective use of illustrative resources to support reading in electronic environments by secondary students with learning disabilities. Two studies are currently in progress, both working with secondary students reading high school biology texts. The first study investigates the use of static versus dynamic graphics to improve reading comprehension and conceptual understanding of key concepts. The second study investigates the differential impact on reading comprehension of “descriptive captions” versus “instructive captions” for illustrations and graphics in the biology texts.