Syllabus Design and Manner of Delivery Impacts on Content Memory and Impressions
Abstract
This study investigated how targeted content location (beginning vs. middle of the syllabus) and targeted content style (textual vs. graphic), in conjunction with instructor manner of delivery (verbal overview of syllabus, forewarning of quiz, independent review by students) impacted students' impression and retention of syllabus content. A 10-question memory and attitude assessment was completed by 166 participants after exposure to each of two syllabi that varied in targeted content style; targeted content location and manner of delivery were varied between groups. Based on visual attention research and the serial order effect we predicted better memory for graphical information placed at the beginning of the syllabus. However, results indicated that targeted content memory accuracy was highest when that content was placed in the middle of the syllabus using a textual style, potentially due to a type of "banner effect" that led students to disregard information at the beginning of the syllabus. Importantly, explicit instructor review of that same information overrides the negative banner effect. Retention of other syllabus content was lower when the syllabus was verbally reviewed, possibly due to cognitive overload and paraphrasing of details; however, verbal review also led to the greatest reported interest in the hypothetical course and ratings of the instructor. This work has implications for the effective design and delivery of syllabi, as well as the design and delivery of other documents.
Document Details
- Document Type
- Technical Report
- Publication Date
- May 15, 2015
- Accession Number
- AD1015115
Entities
People
- Jasmine G. Leyro
- Lauren V. Scharff
Organizations
- United States Air Force Academy