This paper reports on a collaborative
project between the University of
Reading, the University of Limerick
and the Department of Education and
Skills (Ireland). Our research focuses on
the role of typographic presentation in
post-primary student use of eLearning
for reading-based activities. In particular,
we are exploring whether different
degrees of visual differentiation applied
to the typographic signaling of different
kinds of information in an online poetry
resource influence learners’ motivation
and recall when engaging with
digital interfaces. We are developing
customized eLearning resources that
learners will interact with during a poetry
lesson. A combination of quantitative
and qualitative/observational methods of
data collection are being used to explore
the influence of typographic signaling
on learners’ motivations and recall. We
hope to present our methods, materials
and findings as examples of how a cross disciplinary
collaboration can inform
approaches to the study of eLearning
and guidelines for optimizing everyday
practice.