Effect of Questions on Visual Learning

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Abstract
The purpose of this study was to measure the effectiveness with which different types of visual displays facilitated S's achievement of different learning objectives when these were used to complement oral instruction. Questions preceded each display and were designed to direct S's attention to relevant learning cues. Each S received a pretest, participated in his respective visualized presentation, and received 5 individual criterial measures. Analyses indicated that (a) the use of questions to complement the more realistic visuals is not an effective technique for improving S's achievement and (b) all types of visual displays are not equally effective in facilitating S's achievement of different learning objectives.

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