Chapter 4 Data Collection, Analysis and Findings - DSpace@UM

eing taught; (e) the skills are not critical, the training is optional, and student
motivation is high.
• Do not provide full learner control of content when all topics in the
instructional presentation are required for successful completion of the
program and there is a hierarchical order to the materials.
v. Color
Consistent color scheme in multimedia modules can be more effective. Thus,
color selection must be carefully planned. Specific guidelines for using color
were recommended by a number of authors (Bailey & Milheim, 1991; Faiola,
1990; McFarland, 1995; Milheim & Lavix, 1992; Orr et al., 1994) which
include:
(a) allow no more than three to six colors per screen; (b) being
consistent in color choices within a program (c) highlight most important
information using the brightest colors (d) using a neutral gray or pastels as a
background, since it recedes optically (e) using significant contrast between text
and a background color to provide a higher degree of text readability (f) always
using dark letters on a light background for text (g) avoiding the use of
complementary colors (e.g., blue/orange, red/green, violet/yellow) and (h) using
commonly accepted colors for particular actions (e.g., red for stop or warning,
yellow for pause or consider, green for go or proceed). Avoid very hot colors
(such as pink and magenta) should be avoided.
vi. Graphic
Normally, in multimedia software the information are translated into texts or
graphics forms. Pictures illustrating the information do strengthen the learning
ability especially those complex facts or content which are hard to understand or
unclear to explain by reading the text (Gyselinck et al., 2008).
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