Eighty 11-year-old pupils (40 males and 40 females) from an urban primary school were assessed for cognitive style by means of the Cognitive Styles Analysis which indicated their positions on each of the two style dimensions, the Wholist-Analytic and the Verbal-Imagery. They then studied parts of three CD-ROM multi-media packages on science topics and after each, completed a multiple choice recall test. An indication of their performance on traditionally taught science was taken to be the performance on science SATs at 11 years. A comparison between multi-media and traditional work indicated that, (a) in terms of overall science performance (traditional and multi-media), WholistImagers and Analytic-Verbalisers were superior to Wholist-Verbalisers and Analytic-Imagers, and (b) Analytics did better on traditional work than multimedia, with the reverse for the Wholists. With the multi-media materials there were three modes of presentation-picture and sound (PS), picture and text (PT), and picture, text and sound (PTS). Female Wholist-Imagers and Analytic-Verbalisers were better with PS than PT, with the reverse for WholistVerbalisers and Analytic-Imagers, while the opposite applied for males. For all style and gender groups performance was best with PTS. The findings are discussed in terms of their practical implications and further research. IntroductionThe development of multi-media computer presentations represents both a technological and an educational development. Obviously, the technology by itself does not automatically ensure learning. In order to develop effective learning materials data are required to see how particular aspects of the material affect performance. A feature of multi-media is the flexibility of learning that it provides, since the individual student often has both a choice of mode of presentation, such as text, pictures and sound, and has some control over the order of presentation of the material and of the learning strategies that are employed. An individual difference dimension that affects strategy

The results were discussed in terms of differences between the styles in terms of information-processing demands. Practical ways of improving learning performance were also considered.

Previous research has shown that, on average, children with low vision lag their sighted peers in general reading development (in terms of speed, accuracy and comprehension). This study sought to examine this apparent lag by comparing the reading profiles of 25 normally sighted readers (mean age 8 years 8 months) with 25 low vision readers. The children were tested using a reading test (the Neale Analysis of Reading Ability, NARA) and were matched on the reading accuracy score produced by the test. Therefore in terms of the reading accuracy scores (and reading ages) derived from the NARA both groups were the same. The low vision readers were on average older than the normally sighted children (mean = 10 years, 5 months). When the reading profile (i.e. accuracy, comprehension and speed) was examined in the same analysis no significant effect was revealed [d.f. = 1, 48; F = 0.05; p > 0.1], but a general lag for these children is suggested (in keeping with previous research). However, a closer analysis of the reading error profile revealed the most common reading errors made by all readers in the analysis were either mispronunciations or substitutions. The low vision readers were more prone to making substitution errors than mispronunciations and the reverse was true for normally sighted readers [d.f. = 1, 48; F = 7.1; p < 0.05]. This indicates that the reading strategies adopted by low vision readers may differ from those of normally sighted readers of the same apparent reading ability.

Computer games are fun, exciting and motivational when used as leisure pursuits. But do they have similar attributes when utilized for educational purposes? This paper investigates whether learning by computer game can improve student experiences compared with a more formal lecture approach and whether they have potential for improving performance. Instruction was split between lectures and computer games and student experiences were recorded using an Experience Sampling Method to capture real time experience and feelings of flow. Results indicated that student experiences in the game mode showed increased alertness, increased feelings of being active, increased feelings of involvement and an increased perception of challenge. Flow characteristics revealed boredom during standard lectures but anxiety and flow during game modes. Finally, some evidence of improved attainment was evident. By using contemporary interactive approaches such as computer games student learning experiences and attainment may be improved. Some practical issues of implementing games are also discussed.

This paper summarises the reading ability data collected from 476 children with low vision using the Neale Analysis of Reading Ability (NARA). The project aimed to generate standard reading ages for pupils with low vision using the NARA reading test. This would enable children's reading to be assessed against their partially sighted peers as well as their fully sighted peers. Standardised reading ages were generated using a linear regression technique to smooth the data. The data shows that the average reading ages for accuracy, comprehension and speed for the sample are generally below their chronological age when the comparison is made with their fully sighted peers. Guidelines for using the NARA with low vision students are presented.