Narrative theory instruction improved students' image creativity scores for poster design¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group scored significantly higher than the control group on the image creativity dimension (M 21.87 vs 20.80, F(1, 88) = 5.95, p = .021). → Chao-Ming Yang & Tzu-Fan Hsu 2017
Evidence¶
Chao-Ming Yang & Tzu-Fan Hsu 2017¶
Chao-Ming Yang & Tzu-Fan Hsu. (2017). New Perspective on Visual Communication Design Education: An Empirical Study of Applying Narrative Theory to Graphic Design Courses. International Journal of Higher Education, 6(2). https://doi.org/10.5430/ijhe.v6n2p188
q2 · i? · causal · r1
One-way ANOVA on the image creativity dimension of posttest poster scores in the matched-group teaching experiment. The narrative theory group outscored the case-method control group, reaching "a significance level of .021 ( p < .05)". No effect size is printed.
"for image creativity, a significance level of .021 ( p < .05) was reached between the groups with F(1, 88) = 5.95 ( Mexperimental group = 21.87 > Mcontrol group = 20.80)"
Discussion¶
Related Claims¶
- Narrative theory instruction improved overall public welfare poster design performance in a 4-week university graphic design course — a broader claim this one bears on
- Narrative theory instruction improved students' thematic concept scores for poster design — related
- Narrative theory instruction improved students' visual aesthetic scores for poster design — related
- Narrative theory instruction did not significantly change expressive technique scores for poster design — related
- Posttest scoring by three judges showed high inter-judge reliability across all four poster dimensions — related
- Students taught with activity-based posters scored significantly higher on a retention test 21 days after the post-test than the control group — related
- Experimental-group achievement rose significantly from pre- to post-test while the control group's gain was not significant — related
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