THE EFFECT OF FONT STYLE ON MEMORY

THE EFFECT OF FONT STYLE ON MEMORY Bridie De Lutiis (Year 10) Science Faculty, The Illawarra Grammar School, Western Avenue, Mangerton, 2500

Abstract

Written information that is presented in different fonts can result in varied memory length and learning outcomes. Previous studies have shown that text written in smaller writing is harder to read and requires more concentration so that the information is retained for longer. Other studies have proven the opposite where it was time based if they were able to remember the study words. In this experiment, 10 participants were given 15 words in 5 different fonts to test if fonts that were harder to read were easier to remember. After a filler activity they were given 3 minutes to write down the words they remembered. The study found that the last 3 words of the test which were the hardest to read in the Edwardian script font were easier to remember after the filler test. Although, the first 6 study words that were shown were also recalled a similar amount even though they are in easier fonts.

Introduction

How does the font size of learning material effect memory? While remembering study materials is also based on difficulty of the content and learning strategy it can also be affected by the style of the text and how easy it is to read. ‘Results from the prior experiments have converged on a similar pattern: participants regard large items as more memorable than easier to read items. We suggest that this occurred because participants regarded large items as subjectively more fluent and thus more memorable, than small items’, (Rhodes & Castle 2008). However, in contrast, ‘a second line of research that focused on other perceptual features of learning materials such as font type or clarity suggested that, in some cases, presenting materials in a perceptually degraded format can enhance rather than impair learning’, (e.g., DiemandYauman, Oppenheimer, & Vaughan, 2011). It is hypothesised that the last 3 words of the study in Edwardian font will be easiest to remember because they are harder to read.

Method

In this experiment risks were considered negligible therefore a risk assessment was not conducted. 10 participants were seated in front a table where I would hold up a sheet with different words in multiple fonts. A series of 15 words at size 72 would be held up for 5 seconds each with 5 different fonts including Calibri, Bodoni MT Poster, Freestyle Script, Rage and Edwardian Script which were progressively harder to read. After the reading participants were asked to complete a filler test for 2 minutes where they had to recall as many states of America they could to act as stimuli that is not further interest to the experiment. Finally, each participant was given 3 minutes to recall and

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write the words they remembered. This data was recorded and transferred into a graph.

Results

Which fonts are more effective on memory

Number of words remembered

16 14 12 10 8 6 4 2 0

Fonts (easiest to heardest to read)

Discussion

It was hypothesised that the fonts that were harder to read would be easier to remember. The results of the experiment suggest that while the words in hardest font to read were remembered by more participants, the first 6 study words used in the experiment were also recalled easier and more often.

Out of the ten participants, nine remembered at least one of the words in the hardest fonts while 18% of the words that were recalled by all participants were the first 3 words that were read. This suggests that participants remembered the first few words because their focus was stronger and had no previous words to think about which does not relate to font style.

The use of different fonts was the easiest way to test different styles of fonts that varied in how easy they were to read. The methodology of having 15 study words was chosen because it allowed for three words per font type. The disadvantages to the validity of the experiment are that participants are all at different leaning levels and age levels which is not controlled. However, other control variables such as the amount of time allowed to review each word and what words were used were the same for all participants. The experiment was repeated 10 times to ensure a small number of outliers and to make the results reliable.

The results of other current research show that very small font size can be a desirable difficulty and hence the results provide support for the counterintuitive notion that perceptually degraded materials can enhance learning outcomes. This experiment has proven that words in a font harder to read are easier to remember as well as the study words that are first read during the experiment.

References

Halamish, V 2018, Can very small font size enhance memory?, viewed 9 November 2021, <https://link.springer.com/article/10.3758/s 13421-018-0816-6> Carey, B 2011, ‘Come On, I Thought I Knew That!’, The New York Time, 18 April, viewed 15 November 2021, https://www.nytimes.com/2011/04/19/healt h/19mind.html Rhodes, M & Castel, A 2008, Memory Predictions Are Influenced by Perceptual Information: Evidence for Metacognitive Illusions, Research Gate, viewed 27 November 2021, https://www.researchgate.net/publication/2 3463867_Memory_Predictions_Are_Influe nced_by_Perceptual_Information_Evidenc e_for_Metacognitive_Illusions

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