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- W133940897 abstract "In learning environments, the visual elements of courses, lessons, and presentations play an important role in learning. Well-conceived and rendered visuals help any audience understand and retain information (Wileman, 1993). It is widely known that the use of visual technology enhances learning by providing a better understanding of the topic as well as motivating students. Visualization methods are extensively credited for simplifying the presentation of difficult subjects as well as aiding cognition; their use in the power engineering industry and education is enjoying significant growth (Idowu, Brinton, Hartmn, Nehard, Abraham, Boyer, 2006). Content visualization can facilitate the learner’s acquisition of information. It is related to the individual’s level of perceptual and associative learning in the content area. The individual must have sufficient experience and maturity to realize that using visualization is merely an attempt to represent reality vicariously (Dwyer, 1978). Much of intended visual communication or self-expression is not perceived, or often misunderstood, especially if it is complex (Lantz, 2000). If all visual-based learning materials (tables, figures, photos, etc.) were equally effective in facilitating student achievement of all kinds of educational objectives, there would virtually be no problem associated with this type of instruction (Dwyer, 1978). However, this is not the case since there are many different types of visuals, differing in the amount of realistic detail they contain. When comparing wireframe and a" @default.
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- W133940897 title "Identification of Quality Visual-based Learning Material for Technology Education" @default.
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