Preferences for different CBI text screen designs based on the density level and realism of the lesson content viewed

College student subjects indicated preferences for learning from computer-based instruction (CBI) text screen designs representing four different levels of screen density. Conditions for the presentations were varied on the basis of the number of screens presented for each density level (single screen vs. multiple frames) and the realism of the text content viewed (nonsense, approximation-to-English, and actual lesson). Results showed similar patterns for both single and multiple frames, reflecting a tendency by subjects to favor middle to low density presentations with the artificial text forms, but middle to high density presentations with realistic text. The suggestion is that when artificial stimulus materials are used in instructional design preference studies, aesthetic properties may become more salient in the absence of cues for judging the role of supporting context (high density text) in conveying meaning. The implications of this idea for practice and research on computer screen design are discussed.