Indiana University
Associate Professor of Education; Program Chair, Instructional Systems Design Program, University of Kentucky
Dr. Gary J. Anglin is an instructional design and educational technology scholar known for work on visual message design and distance education. He earned multiple degrees at Indiana University—including an Ed.D. in Instructional Systems Technology completed in 1979—before joining the University of Kentucky in 1980. He retired in 2016 and is listed among Emeritus Faculty in the Department of Curriculum & Instruction, where he long served as Associate Professor and program chair for Instructional Systems Design. He has held leadership roles in AECT (e.g., past president of the Research & Theory Division) and co‑edited/edited special issues and books such as Instructional Technology: Past, Present, and Future. His editorial service includes associate editor of the Journal of Computing in Higher Education and membership on editorial boards for ETR&D, the Canadian Journal of Learning and Technology, and the Quarterly Review of Distance Education. Research interests center on visual message design, cooperative computer‑based instruction, and distance/online learning. citeturn22search1turn1view0
Educational Technology Research and Development • Journal
Review and critique of studies in a special issue applying cognitive load theory to e‑learning. The authors derive design heuristics from the findings (e.g., using non‑redundant dual representations; leveraging interactivity before feedback), and recommend future research on adaptive instruction and unobtrusive measures of cognitive load in realistic settings.
• Journal
Content analysis of articles published in The American Journal of Distance Education and Distance Education examining categories such as primary research, conceptual/theoretical pieces, literature reviews, evaluations, and how‑to articles. The paper discusses trends and methodological issues and outlines implications for future research agendas in distance education.
Journal of Visual Literacy • Journal
Experimental study comparing dynamic (animated) versus static visuals within computer‑based instruction. Findings indicated limited support for animated graphics; benefits emerged primarily when motion was critical to the concept or used to cue attention to specific material, and when content complexity exceeded what text alone could convey.
Libraries Unlimited / Bloomsbury Academic • Book
Edited volume providing a broad introduction to the field of instructional design and technology. Chapters survey history, critical issues, instructional development, research, and theory, with updated content on topics such as educational systems development, interactive technologies, Internet use in higher education, qualitative research, and instructional technology and attitude change. Intended to stimulate debate and discussion among graduate students and practitioners.
Handbook of Research on Educational Communications and Technology (2nd ed.) • Chapter
Reviews theories of picture perception and synthesizes research on static versus animated graphics in learning contexts. The chapter analyzes conditions under which animations can support learning (e.g., when motion is integral to content or to cue attention) and when static graphics are preferable, providing design recommendations for instructional materials.
Handbook of Research for Educational Communications and Technology (1st ed.) • Chapter
Chapter introduces key theories of picture perception and memory and reviews comparative‑experimental research on static and dynamic (animated) illustrations in instructional materials. It synthesizes evidence on when and how pictures, charts, graphs, and diagrams aid knowledge acquisition and offers guidance for future research and practice in visual message design.