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E19.2174 Cognitive Science and Educational Technology I Visual Learning

E19.2174 Cognitive Science and Educational Technology I Visual Learning. Jan L. Plass New York Univerisity. Center for Research and Evaluation of Advanced Technologies in Education. Overview. Visual Learning.

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E19.2174 Cognitive Science and Educational Technology I Visual Learning

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  1. E19.2174 Cognitive Science and Educational Technology IVisual Learning Jan L. Plass New York Univerisity Center for Research and Evaluation of Advanced Technologies in Education

  2. Overview Visual Learning • You are asked to design a visualization for educational purposes, for example, to learn about • The ideal gas laws • The carbon cycle • Bird migration patterns • The system of voting districts in the U.S. • Air traffic control • The history of the Gulf War

  3. Overview Visual Learning Cognitive Variables Cognitive Design Visual Environment Visual Load Visual Learning Emotional Design Attitudes, Motivation

  4. Visual Learning Visual Learning • Learning from primarily visual materials • Text only as labels or brief statements • Examples: • Graphs, charts, maps, networks, pictures, video, animation

  5. Visual Learning How do Visual and Verbal Information differ from one another?

  6. Visual Learning Visual v. Verbal Information • Visual information: • analogous representations • inherently relational • encoded simultaneously • Verbal information: • discreet units of symbolic information • propositional • processed sequentially

  7. Visual Learning Dual Coding Theory(Paivio, 1986, 1990)

  8. Germane Load Intrinsic Load Extraneous Load Free Working Memory Visual Cognitive Load Cognitive Load Components (Sweller, 1999) • Intrinsic LoadLoad related to complexity of the informationElement interactivity • Extraneous LoadLoad pertaining to format and design of the interface (presentation mode, modality, temporal & spatial arrangement, representation type) • Germane LoadMental effort expended by learner

  9. Visual Cognitive Load Visual Cognitive Load • Cognitive Load for Visual Representations: • Intrinsic Visual LoadVisual element interactivity • Extraneous Visual LoadVisual format and design of the interface (presentation mode, modality, temporal & spatial arrangement, representation type) Lee, Plass, & Homer (2006)

  10. Visual Learning Environments Visual Learning Environments • Highly visual learning environments • Examples • Simulations, virtual worlds, microworlds, games

  11. Introduction Examples Ideal Gas Law (Oklahoma State University)

  12. Introduction Examples Odyssey Simulation Package

  13. Introduction Examples Gizmo/ ExploreLearning

  14. Introduction Examples Molecular Workbench

  15. Introduction Examples Schnotz & Rasch (2005)

  16. Introduction Examples Ideal Gas Laws(NYU Molecules & Minds project, IES)

  17. Introduction Examples Virtual Patient (Abdominal Exam) NYU School of Medicine

  18. Overview Visual Learning Cognitive Variables Cognitive Design Visual Environment Visual Load Visual Learning Emotional Design Attitudes, Motivation

  19. Visual Learning Group Discussion (3-4 students, 15min) Discuss Design Principles that increase the effectiveness of visual representations for learning (Animations and Simulations)? –List and Discuss principles from the assigned reading –Find and discuss examples

  20. Cognitive Design Factors Cognitive Design Factors • Representation of information (Information Design) • Instructional Approach (Interaction Design) • Interactivity (Interaction Design) • Function of Visuals (in support of cognitive processes) • Scaffolds • Feedback • Narrative structure

  21. Cognitive Design Factors Representation of Information (Semiotics) Which mode of relationship between signs and their referents best facilitates learning? • Icon: Most basic representation, relies on physical resemblance to convey meaning • Symbol: Abstract, arbitrary, relies on social conventions for meaning (Peirce, 1956) Question of Interest: • Comparison of Iconic v. Symbolic representations

  22. Research Materials Chemistry Simulations • Ideal Gas Law

  23. Research Materials Chemistry Simulations • Ideal Gas Law

  24. Results: Representation Representation of Information (Semiotics) Does adding icons facilitate learning in chemistry simulations? • Study with 93 11th grade students in a NYC high school: • Adding icons increased recall • Icons especially helped learners with low prior knowledge (Lee, Plass, & Homer, 2006; Plass et al., 2007)

  25. Visual Design of Simulations Instructional Approach: Level of Learner Control Which instructional approach best facilitates learning? Consider: • Difficulty of content: Intrinsic Cognitive Load • Complexity of interactions: Extraneous Load • Educational goals / Cognitive Function of materials • Learner characteristics Option • Direct instruction v. guided exploration

  26. Visual Design of Simulations Instructional Approach: Level of Learner Control Which instructional approach best facilitates learning? • Comparison of direct instruction v. guided exploration In other words: • Comparison of Worked-out example (Animation) v. Exploration (Simulation) Or, in even different terms: • Kirschner, Sweller, & Clark (2006) v. Everybody Else Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

  27. Research Materials Chemistry Simulations • Kinetic Theoryof Heat

  28. Research Materials Worked-out Example • Ideal Gas Law

  29. Results: Instructional Format Results: Simulation (exploratory) vs. Animation (worked-out) Does ability to manipulate parameters facilitate learning? • Study with 93 11th grade students in a NYC high school: • For comprehension:Simulation Direct Exploration > Instruction (Plass et al., 2007)

  30. Cognitive Design Factors Example Level of Interactivity

  31. Cognitive Design Factors Example Level of Interactivity

  32. Visual Design of Simulations Cognitive Function of Visual Information What purpose does the visual information serve in the construction of mental models?(Plass, 1998) • Levin, Anglin, & Carney (1987): 5 functions (heuristic) • Decorativemotivational function; little relation to content • Representativedepicts content of the instruction • Organizingdepicts knowledge structures • Interpretingvisualizes abstract concepts • Transforming supports higher-level cognitive processes

  33. Words Ears Sounds Prior Knowledge Verbal Model (Verbal Mental Representation) Organize Words SelectWords Integrate Select Images Organize Images Pictures Eyes Images Pictorial Model (Visual Mental Representation) Long-Term Memory Working Memory Multimedia Presentation Sensory Memory Visual Design of Simulations Cognitive Theory of Multimedia Learning (Mayer, 2001)

  34. Visual Design of Simulations Cognitive Function of Visual Information What purpose does the visual information serve in the construction of mental models?(Plass, 1998) • Our approach: Define function based on Mayer’s CTML • Selecting • Organizing • Integrating • Different types of visuals support different learning outcomes (recall, comprehension, transfer)(Plass, Hamilton, & Wallen, 2004; Wallen, Plass, & Brünken, 2005)

  35. Visual Design of Simulations Function of Multimedia Aids in Text Comprehension

  36. Visual Design of Simulations Established Cognitive Design Principles • Split Attention PrincipleAvoid requiring learners to split their attention between, and mentally integrate, several sources of physically or temporally disparate information, where each source of information is essential for understanding the material.’’ (Ayres & Sweller, 2005) • Modality PrinciplePresent animation with narration rather than with on-screen text (Mayer, 2001) • Contiguity PrinciplePresent related information near to each other in time and space (Mayer, 2001)

  37. Visual Design of Simulations Emerging Visual Design Principles • Cueing Adding design elements that direct learners’ attention to the important part of a simulation reduces cognitive load and enhances learning(Dwyer, 1978, Jeung et al., 1997; Tabbers et al., 2004; de Koenig el al., 2007) • Representation of InformationAdding iconic representations can enhance learning, especially for learners with low prior knowledge (Lee et al., 2006; Plass et al., 2009) • Color CodingUse color to highlight important features and attributes of the visual display (Dwyer and Moore, 1991; Keller et al., 2006) • Multiple Dynamic Visual RepresentationsMultiple dynamic representations should be integrated and linked (van der Meij & de Jong, 2006)

  38. Visual Design of Simulations Established Interaction Design Principles • Learner Control of SegmentingLearner control over the advancement from one segment of visual materials to the next improves learning(Mayer & Chandler, 2001; Mayer et al., 2003; Moreno, 2007) • Guided Discovery Principle Provide guidance in discovery-based learning environments(de Jong, 2006; de Jong & van Joolingen, 1998; Kirschner et al., 2006; Mayer, 2004)

  39. Visual Design of Simulations Established Interaction Design Principles • Learner Control of Pacing Learner control over the pace of the presentation of visual materials improves learning(Hasler et al., 2007; Schwan & Riempp, 2004; Tabbers et al., 2004) • Task-Appropriate Representations –Simulations need to prepare learners for future tasks to be performed–Facilitating, Enabling, or Inhibiting Effects –Cognitive Function of Simulations (Retention, Understanding, Transfer) (Carney & Levin, 2002; Levin et al., 1987; Plass, Wallen, & Hamilton, 2004) • Content-Manipulating Interactivity Learner control over the content of visual materials improves learning(Chandler, 2004; Hegarty, 2004; Rieber, 1990, Wouters et al., 2007)

  40. Emotional Design Factors Emotional Design Factors • Visual Design (Information Design) • Control (Interaction Design) • Feedback • Intrinsic motivation v. Extrinsic motivation • Social interaction • Social Presence/Telepresence

  41. Overview Visual Learning Cognitive Variables Cognitive Design Visual Environment Visual Load Visual Learning Emotional Design Attitudes, Motivation

  42. Visual Design of Simulations Other Emotional Design Principles • Personalization PrincipleLearning more deeply when words in a multimedia presentation are in conversational rather than formal style(Mayer, 2005) • Social Presence HypothesisLearning is facilitated by giving learners a sense of the presence of others in a learning environment This effect is expected to be especially strong in self-learning

  43. Visual Learning Group Activity (3-4 students, 30min) Apply the Design Principles we discussed to your own projects by designing a simulation or animation. –Select which topic to cover -Discuss which principles apply –Describe how you will apply the principles for the information design and interaction design of the simulation

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