Claims

Narrative theory instruction did not significantly change expressive technique 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

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 and control groups did not differ significantly on the expressive technique dimension (F(1, 88) = 3.27, p = .081); equivalence was not tested. → 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 expressive technique dimension of posttest poster scores in the matched-group teaching experiment. The article reports "a significance level of .081 (p > .05) was not reached between the groups". No effect size is printed.

"for expressive technique, a significance level of .081 (p > .05) was not reached between the groups with F(1, 88) = 3.27"

Discussion

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