2.50
Hdl Handle:
http://hdl.handle.net/10547/621827
Title:
The folly of fancy fonts
Authors:
Selick, Anthony; Bury, James
Abstract:
Research has indicated that the font information is presented in can be used by readers as a visual guide to the potential difficulty of the content; specifically that disfluent fonts are perceived as indicating greater task difficulty. A series of preliminary experiments was conducted in a Japanese high school in order to determine if such effects can be found in second language learners. It was found that students do indeed use the font lesson materials are presented in as a guide to the perceived difficulty or enjoyability of a task. Furthermore, these decisions are made within seconds of first seeing the material. The potential effects of disfluent fonts in boosting vocabulary retention were also investigated. However, while the results were inconclusive, it was determined that the students believed that such an effect existed. While further research is needed, these results indicate that teachers can potentially engineer small increases (or decreases) in student motivation via the font they choose when preparing lesson materials.
Affiliation:
Shumei University, Japan
Citation:
Sellick, A., Bury, J. (2016) 'The folly of fancy fonts'. Journal of pedagogic development 6 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Nov-2016
URI:
http://hdl.handle.net/10547/621827
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/346
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorSelick, Anthonyen
dc.contributor.authorBury, Jamesen
dc.date.accessioned2016-11-10T14:23:59Z-
dc.date.available2016-11-10T14:23:59Z-
dc.date.issued2016-11-
dc.identifier.citationSellick, A., Bury, J. (2016) 'The folly of fancy fonts'. Journal of pedagogic development 6 (3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/621827-
dc.description.abstractResearch has indicated that the font information is presented in can be used by readers as a visual guide to the potential difficulty of the content; specifically that disfluent fonts are perceived as indicating greater task difficulty. A series of preliminary experiments was conducted in a Japanese high school in order to determine if such effects can be found in second language learners. It was found that students do indeed use the font lesson materials are presented in as a guide to the perceived difficulty or enjoyability of a task. Furthermore, these decisions are made within seconds of first seeing the material. The potential effects of disfluent fonts in boosting vocabulary retention were also investigated. However, while the results were inconclusive, it was determined that the students believed that such an effect existed. While further research is needed, these results indicate that teachers can potentially engineer small increases (or decreases) in student motivation via the font they choose when preparing lesson materials.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/346en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectfonten
dc.subjectperceived task difficultyen
dc.subjectstudent beliefsen
dc.subjectmaterials designen
dc.subjectsecond languageen
dc.titleThe folly of fancy fontsen
dc.typeArticleen
dc.contributor.departmentShumei University, Japanen
dc.identifier.journalJournal of pedagogic developmenten
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