Journal ArticleDOI
Multimedia design for communication of dynamic information
N. Hari Narayanan,Mary Hegarty +1 more
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TLDR
Experimental results suggest that the communicative efficacy of multimodal presentations is more related to their match with comprehension processes than with the interactivity and dynamism of the presentation media.Abstract:
Computer-based multimedia technologies allow designers to construct interactive and animated graphical presentations to communicate dynamic information. The conventional wisdom is that such presentations are more effective than printed materials. This paper presents research that critically examines this assumption. Design guidelines and principles were derived from a cognitive process model of multimodal comprehension. These guidelines and principles were used to create several expository presentations in two domains—the concrete domain of mechanical systems and the abstract domain of computer algorithms. A series of experiments evaluated the efficacy of these presentations and compared them with other kinds of presentations such as books, CD-ROMs and animations. The experiments also compared computer-based interactive graphical presentations and static printed presentations containing the same information. Experimental results suggest that the communicative efficacy of multimodal presentations is more related to their match with comprehension processes than with the interactivity and dynamism of the presentation media. The results support a model-based approach to the design of multimodal expository presentations of dynamic information. The comprehension model and corresponding design guidance should aid designers in building interactive graphical presentations that are more effective than intuitive designs in communicating dynamic content.read more
Citations
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Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities
TL;DR: A framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes and generates a testable hypothesis for learning.
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Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles
TL;DR: In this paper, the authors present instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load for reducing unnecessary cognitive load in the science classroom using visual representations, and demonstrate that prior knowledge can determine the ease with which learners perceive and interpret visual representations in working memory.
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When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction.
TL;DR: Results support the static media hypothesis, in which static illustrations with printed text reduce extraneous processing and promote germane processing as compared with narrated animations.
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The Roles of Mental Animations and External Animations in Understanding Mechanical Systems
TL;DR: It is proposed that predicting motion from static diagrams engages students' mental animation processes, including spatial visualization, and provides them with information about what they do and do not understand about how the machine works.
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Dynamic visualizations and learning: getting to the difficult questions
TL;DR: In this article, the authors discuss the potential of these new dynamic visualizations for improving education and training, which is perhaps not surprising because the same claims have been made about every new technology developed in the last century.
References
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