The use of colored text to support recognition and comprehension of text-based material in online courses
Year: 2015
Type: dissertation
Abstract: This dissertation examines the effects of colored text in online course material and if different amounts of color have an effect on student achievement or cognitive load. Using too much color might overload student’s cognitive load so that they may not be able to retain as much material, while using some color may help to cue information, or break up monotony of text material in online courses. This study used four varying levels of color to see which treatment may have had the best effect on student’s achievement and cognitive load. While not statistically significant, the treatment using black headings with colored paragraph text was found to result in the highest level of achievement, as well as the best cognitive load levels. While not statistically significant, it was also found that using high contrasting colors between the paragraph headings and the paragraphs themselves resulted in higher levels of achievement as well as better cognitive load levels. It was also found that the treatment most preferred by the participant was also more likely to result in higher achievement scores, and better cognitive load levels. This study may help instructional designers and instructors to be able to use color with optimal proportions of colored and non-colored text in online courses to help students the greatest.
Author: Krista Favela
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2274728140