In this thesis, I address the issue of textbook design for secondary schools through an analytical and design approach. I research how different design elements of a textbook affect the reception and cognitive absorption of information. I also take into account students with additional limitations, dyslexia, and Irlen syndrome.
By designing a chapter of a secondary school art history textbook, I try to find the most appropriate solutions using the chapter as an example. I focus on the hierarchy of information, readability, legibility, and the use of appropriate materials. I tested the effectiveness of the chapter with a test group of students.
The thesis aims to set guidelines for a textbook that is optimized in terms of design and editing to facilitate and improve the learning process.
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