The Folly of Fancy Fonts (original) (raw)

Journal of pedagogic development, 2016

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 ...

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