The non-designer's design book: design and typographic principles for the visual novice
The non-designer's design book: design and typographic principles for the visual novice
Elastic Windows: evaluation of multi-window operations
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Multimedia for Learning: Methods and Development
Multimedia for Learning: Methods and Development
The kinetic typography engine: an extensible system for animating expressive text
Proceedings of the 15th annual ACM symposium on User interface software and technology
The Information Mural: A Technique for Displaying and Navigating Large Information Spaces
IEEE Transactions on Visualization and Computer Graphics
Gestalt theory in visual screen design: a new look at an old subject
CRPIT '02 Proceedings of the Seventh world conference on computers in education conference on Computers in education: Australian topics - Volume 8
Visualizing the non-visual: spatial analysis and interaction with information from text documents
INFOVIS '95 Proceedings of the 1995 IEEE Symposium on Information Visualization
A user interface framework for kinetic typography-enabled messaging applications
CHI '04 Extended Abstracts on Human Factors in Computing Systems
Kinetic typography: issues in time-based presentation of text
CHI EA '97 CHI '97 Extended Abstracts on Human Factors in Computing Systems
Developing Gestalt-based design guidelines for multi-sensory displays
MMUI '05 Proceedings of the 2005 NICTA-HCSNet Multimodal User Interaction Workshop - Volume 57
Interacting with hypertext: a meta-analysis of experimental studies
Human-Computer Interaction
Affective impact of navigational and signaling aids to e-learning
Computers in Human Behavior
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Despite the dynamic and interactive features of digital text, the visual design guidelines for digital text are similar to those for printed text. The purpose of this study was to develop visual design guidelines for improving learning from dynamic and interactive digital text and to validate them by controlled testing. Two structure design guidelines (for enhancing text structure comprehension) and two selective-attention design guidelines (for maintaining the learners' attention on the essential contents) were developed based on the psychological and instructional, technological foundations that can affect the visual design of digital text. In this study, a 2 x 2 factorial design with 141 university students was used to examine the effectiveness of the visual design guidelines. The university students had 20 min to study a piece of digital text with the structure design guidelines, selective-attention design guidelines, both, or no design guidelines applied. Both the structure and selective-attention design guidelines had a positive influence on text structure understanding, essential contents comprehension and usability of digital text. The suggested visual design guidelines were found to be useful for enhancing text comprehension.