The Effectiveness of Gestalt Visual Perception Laws in Designing Electronic Pages for the Delivery of First Aid Training

Document Type : Original Article

Author

Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

Abstract

Background: Using electronic content (text) requires graphic designs; therefore, graphic organization of electronic pages is a necessity. The use of Gestalt visual perception laws has emerged as an effective principle in content design. This research aimed to investigate the use of gestalt visual perception laws in designing electronic pages, and determine its effect on learning the first aid skills. Methods: This was a quasi-experimental study with pretest-posttest control group design. The experiment was conducted in the Educational Sciences Department of Arak University in 2018. The participants included 30 students aged 23-25 years. They were selected by convenience sampling and randomly assigned to two groups. The experimental group learned lessons from electronic pages designed using the Gestalt laws, and the control group learned from electronic pages designed without following Gestalt laws. Data collection was performed using a researcher-made test on first aid. For data analysis, descriptive statistics, mean, frequency, standard deviation, and covariance analysis were used. Results: A significant difference was observed between the experimental and control groups in terms of applying Gestalt visual perception laws in learning the first aid. The mean scores of the respective groups were 18.33 and 15.46 for similarity (P=0.001), 17.86 and 13.26 for proximity (P=0.001), and 19.00 and 16.53 for continuity (P=0.001). The results of the experimental group reflected a positive effect. Conclusion: The results indicate the significant effects of applying Gestalt visual perception laws in electronic content design on the learning of first-aid skills. Gestalt Laws have increased interaction by organizing the learning content, as well as bringing graphic unity to pages and simplifying navigation. Therefore, they have improved the learning outcomes.

Keywords

References

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Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 12, Issue 4
December 2021
Pages 250-258

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