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Descriptors:
Color; Computer Software; Educational Media; Intermediate Grades; Junior High Schools; Memory; Metacognition; Recall (Psychology); Retention (Psychology); Screen Design (Computers); Student Reaction

Abstract:
A study of the effects of color as used in presentation software on short-range (immediately following treatment) and long-range (one hour following treatment) memory retention was conducted. Previous studies have concentrated on color as cueing or coding mechanisms primarily in print media and have not explored the effect of individual colors as presented on CRT (Cathode Ray Tube) computer screens. Twenty-eight subjects were selected from 6th and 7th grade students enrolled in a public school. Subjects were shown a series of alphanumeric characters (three per slide times three slides, equaling nine total per color) using black text upon white, blue, and green backgrounds. The slides were prepared using presentation software. Slides were automatically timed for 10 seconds each. Subjects were given answer sheets and asked immediately (time 0) following treatment to write down what they remembered from the series. One hour later (time 1), the subjects were given another answer sheet and asked to write what they remembered. The white, blue, and green slides were presented at one week intervals using a different set of randomly selected alphanumeric characters upon each subsequent background. The answers were scored for number correct in order and sequence from all colors and time references and t-tests were conducted on the data. Results show a statistically significant memory loss from time 0 to time 1 at the .05 level in the trial using blue and in the trial using green. Additionally, in a comparison between mean number of correct responses, a trend may have been discovered which shows black text upon a white background to rank higher than both colors in both time 0 and time 1. Blue may rank second in time 0 and third (worst) in time 1 while green may rank third in time 0 and second in time 1. Recommendations for additional research are given. Several appendices provide information on specifics of the study. (Contains 37 references.) (Author/AEF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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