Clark & Mayer

1. Clark & Mayer

2. Multimedia Design Principles • Multimedia principle • Contiguity principle • Modality principle • Redundancy principle • Coherence principle • Personalization principle • Segmenting & Pretraining

3. Question 1 Should we pay a graphic designer to create customized graphics for our e-lesson?

4. Question 1- answers • 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

5. 1- Multimedia principle Use words and graphics rather than words alone

6. But what kind of graphics?

7. Average download speed • United States = 5.5 m/sec • Germany = 8 m/sec • Netherlands = 11 m/sec • Sweden = 13 m/sec • Japan = 17 m/sec • South Korea = 21 m/sec

8. Average download speed 13 m/sec 17 m/sec 21 m/sec 5.5 m/sec 8 m/sec 11 m/sec

9. Average download speed United States = 5.5 Germany = 8 Netherlands = 11 Sweden = 13 Japan = 17 South Korea = 21

13. 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 balance

14. Question 2 • Where to put text directions?

15. Question 2- Answer 1 • The text directions should be placed on a preceding screen rather than on top of the picture.

17. Answer 2 The text directions should be placed on the same screen as the visual

19. Answer 3 • Both ideas could be accommodated by placing text directions in a rollover box activated by the mouse.

21. 2- Contiguity principle Place corresponding words and graphics near each other

23. 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.

24. Question 3 • Explain pictures with text or audio? • Do we need audio while we can have text?

25. Answers • 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

26. 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.

29. 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

30. Question 4 Should we add text to explain narrated graphics?

31. 4- Redundancy principle Don’t add on screen text to narrated graphics to explain visuals.

32. Redundant

33. Non-redundant

34. Why? • Learner might pay so much attention to the printed words that they pay less attention to the graphics.

35. 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.

36. 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.

37. Question 5 Should we add excitement to our e-lesson?

38. Question 5- answers • Adding some emotion grabbing elements to narration helps • Adding some music to narration helps • Add some games? • Less is more for most learners

39. 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.

40. Violation

41. violation2 In the above example, the coherence principle is violated because It does present a confusion of extraneous text and images. (coherenceprinciple 2 and 3) which seems non-related to learning content. I would like to direct the designer to the counsel of Clark and Mayer (2011) to “stick to basic and concise descriptions

42. Why? • There is a distinction between emotional interest and cognitive interest • There is little evidence that emotion-grabbing adjuncts (seductive details) promote deep learning.

43. Question 6 • Formal or Informal talk?

44. 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)

45. 6- Personalization principle • Use conversational style and virtual coaches

46. Why? People work harder to understand material when they feel they are in a conversation with a partner, rather than simply receiving information.

47. Dilemma 7 • Sequencing? Branching?

48. Question 7 • Combine the practical steps and the key concepts together? Or • Separate the key concepts from the procedure?

49. Which one? First Learn Zebrazapps tools and functions then try to make a project Combine the process and key concepts.

50. Learner Control or Program Control ? Let the lesson play (automatically) like a video Let the user control the sequence