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2002 Legibility & Comprehension Of Onscreen Type ·
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Scott Bondurant Chandler, PhD
This experimental study investigated the relationship between the independent measures of font selection, type size, and type rendering technology and the dependent measures of legibility, as measured by the Chapman-Cook speed of reading test, as well as comprehension, as measured by a series of questions from the verbal comprehension section of the Graduate Record Exam. An electronic instrument presented test items in 12 different typographic styles. The study tested 117 college students at a university in southwestern Virginia. Each participant encountered anti-alias type rendering style and the orthochromatic type rendering style while participants were randomly assigned to either Helvetica or Palatino (font selection) and 8, 10 or 12 point type size. Results indicated that the 12 point type size was read more quickly than either 8 point type or 10 point type. There was also an interaction between font selection and type rendering technology for speed of reading: Helvetica without an anti-alias was read more quickly than Helvetica with an anti-alias and more quickly than Palatino without an anti-alias. Some fi ndings contradict earlier studies. There were no signifi cant results with regard to comprehension.
2000 Visual Compression: Understanding How It Works ·
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Scott Bondurant Chandler, PhD
From web graphics to instructional media, compression plays a significant role in the visuals we use. By addressing
current compression techniques, the benefits and the costs of algorithms is evaluated. Terms such as temporal compression,
spatial compression, run-length, LZW, microblock, DCT and delta frames are defined.
1999 Video Technologies for the Web ·
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Scott Bondurant Chandler, PhD
Visual information is moving to the Internet at a rapid pace, often making use of cutting-edge technologies such as
streaming video. An understanding of competing technologies, bandwidths, and compression strategies is essential
to creating web video in streaming, fast start, downloadable, LAN-based, and CD-ROM hybrid formats.
1999 Practical Constructivism: Teaching multimedia with a hybrid approach ·
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Scott Bondurant Chandler, PhD
Constructivist pedagogy is difficult and time intensive. By combining traditional classroom teaching styles with
constructivist principles, efforts have been made to maximize student learning in a multimedia class for graphic designers.
Two courses, one taught using "pure" constructivist pedagogy and one taught using a hybrid of traditional and
constructivist pedagogy, were examined. The goal of each class was for students to be given freedom in assignments
and classroom activities while still having sufficient scaffolding to learn the breadth of visual topics. Implications for
implementing a constructivist pedagogy are addressed.
1998 Constructivist Approach to Teaching Motion Graphics ·
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Scott Bondurant Chandler, PhD
Use of a constructivist approach in a new motion graphics course has resulted in unexpected outcomes. The
participating college students were inexperienced with constructivist learning. Immersed in a paradigm shift, students
had to adapt to the deliberate lack of direction. Learners improved their visual literacy in regard to video and animation.
Participants created peer support systems to share knowledge and improve comfort levels. Students' shared knowledge
bases not only improved learning on the class subject matter but also resulted in unanticipated transfer into other
disciplines. These students were supportive of the self-directed approach in the creative disciplines. However, students
did not produce at anticipated levels. Administration of the class was more time consuming than for traditional classes.
In general, the class provided a singular learning experience with generally positive results.
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