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Mayer and Clark
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Multimedia Design Principles
1. Multimedia principle
2. Contiguity principle
3. Modality principle
4. Redundancy principle
5. Coherence principle
6. Personalization principle
7. Segmenting & Pretraining
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Question 1
Should we pay a graphic designer to create customized graphics for our e-lesson?
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Question 1
• Learning is just as effective from good textual explanation as from text plus graphics. The format of information does not make a difference.
• Adding some cute clip arts to a few screens will make the lesson more interesting and more effective.
• Customized (made for a specific concept) visuals & animations adds appeal and improves learning
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1- Multimedia principle
Use words and graphics rather than words alone
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Why?
• learners learn better when they engage in relevant cognitive pressing such as attending to the relevant material in the lesson, mentally organizing the material into a coherent cognitive representation and mentally integrating the material with their existing knowledge.
• The computer screen is our main connection with students, screens filled with text will turn them off right away.
• Keep a balance6
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Question 2
• Where to put text directions ?
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Question 2
• The text directions should be placed on a preceding screen rather than on top of the picture.
• The text directions should be placed on the same screen as the visual
• Both ideas could be accommodated by placing text directions in a rollover box activated by the mouse.
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2- Contiguity principle
• Place corresponding words and graphics near each other
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Why?
• When words and pictures are separated from one another , people must use their scarce cognitive resources just to match them up.
• When words and pictures are integrated, people can hold them together in their working memory and therefore, make meaningful connection between them.
• Even for environments with high traffic and low bandwidth, they recommend against separation.
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Question 3
• Do we need audio while we can have faster and cheaper text versions?
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Both?
• Providing text allows learner to move at their own pace rather than have to wait for audio to play
• Learning is much better when words are presented in audio narration rather than text
• Everyone can be accommodated by providing words in both text and audio.
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3- Modality principle
• Present audio narration rather than onscreen text when you want to explain pictures.
• Particularly, if the picture requires a lot of explanation.
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Why?
• There are two main channels that we use to process information, the auditory and visual channel.
• When learners are given concurrent graphics and on screen text, both must be initially processed in the visual channel.
• This overloads one channel while the other channel is not used
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Question 4
Should we add text to explain narrated graphics?
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4- Redundancy principle
Don’t add on screen text to narrated graphics to explain visuals.
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Why?
• Learner might pay so much attention to the printed words that they pay less attention to the graphics.
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How about learning styles?
• The learning styles view seems to make sense (putting both spoken text and on-screen text for different learning styles)
• However, adding redundant on-screen text could overload the visual channel.
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Accessibility
• How about accessibility? Well the default should be audio only but they can choose audio off and text on if they want.
• Communicate words in both on-screen text and audio narration to accommodate different learning styles and to meet 508 compliance
• Explain visuals with audio alone to promote best learning • Let the learner select either audio or text as part of the course
introduction.
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Question 5
Should we add excitement to our e-lesson?
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Question 5
• Adding some emotion grabbing elements to narration helps.
• Adding some music to narration helps.
• Add some games?
• Less is more for most learners.
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5- Coherence principle
• Adding extra material can hurt learning
• Avoid e-lessons with extraneous Audio
• Avoid e-lessons with extraneous Graphics
• Avoid e-lessons with extraneous Words
• Recommend against extraneous words added for interest, elaboration, or for technical depth.
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Why?
• There is a distinction between emotional interest and cognitive interest
• There is little evidence that emotion-grabbing adjuncts (seductive details) promote deep learning
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Question 6
• Formal or Informal talk?
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Formal more serious?
• A more informal approach plus an agent will lead to better learning.
• A more formal tone will fit the instructor image better, leading to a more credible course
• The tone of voice depends on the learner (male, female, alteranate)
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6- Personalization principle
• Use conversational style and virtual coaches
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Why?
People work harder to understand material when they feel they are in a conversation with a partner, rather than simply receiving information.
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Dilemma 7
• Sequencing? Branching?
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Question 7
• Combine the practical steps and the key concepts together?
Or
• Separate the key concepts from the procedure?
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Which one?
• First Learn Zebrazapps tools and functions then try to make a project
• Combine the process and key concepts.
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Learner Control or Program Control ?
• Let the lesson play (automatically) like a video
• Let the user control the sequence
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Principle 7Segmenting & Pretraining
1. Break a continuous lesson into Bite-Size Segments.
2. Mix key concepts and procedures
3. Default should be sequencing but give the learner to skip if they are familiar with the topic.
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Why?
• Sequencing allows the learner to engage essential processing without overloading the learner’s cognitive system.
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