Narrative theory instruction improved students' visual aesthetic scores for poster design¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group scored significantly higher than the control group on the visual aesthetic dimension (M 20.73 vs 19.60, F(1, 88) = 5.14, p = .031). → 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 visual aesthetic dimension of posttest poster scores in the matched-group teaching experiment. The narrative theory group outscored the control group, reaching "a significance level of .031 ( p < .05)". No effect size is printed.

"for visual aesthetic, a significance level of .031 ( p < .05) was reached between both groups with F(1, 88) = 5.14 ( Mexperimental group = 20.73 > Mcontrol group = 19.60)"

Discussion¶

Related Claims¶

• Narrative theory instruction improved students' image creativity scores for poster design — related
• Narrative theory instruction improved students' thematic concept scores for poster design — related
• 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 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
• The experimental group's average achievement enhancement (28.14 points) exceeded the control group's (19.27 points) despite a lower pre-test mean — related