Multimedia didactics: studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Aachen
Shaker
2006
|
| Schriftenreihe: | Ergonomie
11 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | IX, 256 S. Ill. |
| ISBN: | 9783832256197 3832256199 |
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| adam_text | ERGONOMIE: MENSCH - PRODUKT - ARBEIT - SYSTEME
BAND 11
SISSEL GUTTORMSEN SCHAR
MULTIMEDIA DIDACTICS
STUDIES ON THE LEARNING EFFECTS OF DYNAMIC VISUAL MEDIA,
BASED ON ANALYSES OF COGNITIVE MODELS AND LEARNING CONTENT
CHARACTERISTICS
SHAKER VERLAG
AACHEN 2006
TABLE OF CONTENT
ACKNOWLEDGMENTS
FOREWORD
ABSTRACT
KURZFASSUNG
TRANSFER TO PRACTICE
ABOUT THE AUTHOR
1.1 CONTEXTUAL DEFINITIONS
1.1.1 MULTIMEDIA DEFINITIONS
MEDIA AS TECHNICAL OR PHYSICAL MEDIUM 15 / MEDIA AS INFORMATION
REPRESENTATION CODES 16 / MEDIA AS MODALITY OF COMMUNICATION 16 /
MEDIA AS IMPLICATION FOR COGNITIVE INFORMATION PROCESSING 17
1.1.2 LEARNING & INSTRUCTION IN CONTEXT
THE ROLE OF MULTIMEDIA IN INSTRUCTIONAL DESIGN 20
1.1.3 BASIC CLASSIFICATION OF INFORMATION
1.2 MULTIMEDIA LEARNING - AN ISSUE
OF COGNITIVE ERGONOMICS
1.2.1 WHAT IS SOFTWARE ERGONOMICS?
1.2.2 NEW AIMS FOR THE NEXT GENERATION OF SOFTWARE
ERGONOMICS RESEARCH
7 THE PRIORITIES FOR THE SOFTWARE ERGONOMICS NEED TO BE REFORMULATED.
26/2 KNOWLEDGE & MODELS FOR INFORMATION PROCESSING (COGNITION)
NEED CONTINUOUS REEVALUATION. 28/3 A SHIFT FROM TECHNOLOGY-DRIVEN
TO HUMAN FACTORS-DRIVEN HO DESIGN IS DUE. 28/4 NEW METHODS FOR
MEASUREMENT OF USABILITY AND ACCESSIBILITY ARE NECESSARY. 30
1.2.3 CONCLUSIONS
PART I: THEORETICAL REVIEW
2.0 THEORIES OF MULTIMEDIA LEARNING
2.1 PAIVIO S DUAL CODING THEORY
2.1.1 ASSUMPTIONS ABOUT THE DUAL CODING SYSTEM
2.1.2 THE PICTURE SUPERIORITY EFFECT
2.1.3 SUMMARY
2.1.4 DISCUSSION
2.2 SWELTER S COGNITIVE LOAD THEORY
2.2.1 COGNITIVE ARCHITECTURE
SCHEMAS 48 /AUTOMATION 48 / UNDERSTANDING AND WORKING MEMORY
LOAD 49
2.2.2 THEORETICAL ASSUMPTIONS
SOME SOURCES OF EXTRANEOUS COGNITIVE LOAD 52
11
2.2.3 INSTRUCTIONAL DESIGNS; SOLUTIONS AS SUGGESTED
BY SWELLER 53
2.2.4 SUMMARY 55
2.2.5 CONCLUSIONS 55
2.3 MAYER S COGNITIVE THEORY OF MULTIMEDIA LEARNING 57
2.3.1 THEORETICAL PREMISES 57
DEFINITIONS AND EXPERIMENTAL CONTEXT 57 / DIFFERENT QUALITIES OF
LEARNING 58
2.3.2 THEORETICAL ASSUMPTIONS 59
ELABORATING ON THE DUAL CHANNELS ASSUMPTION 59 / ELABORATING ON
THE LIMITED CAPACITY ASSUMPTION 60 / ELABORATION ON THE ACTIVE
LEARNING ASSUMPTION 61 / FIVE STEPS OF MULTIMEDIA LEARNING 61 /
CREATING MENTAL REPRESENTATIONS 63
2.3.3 EXAMPLES OF HOW THREE KINDS OF PRESENTED MATERIAL
ARE PROCESSED 64
2.3.4 SUMMARY 64
2.3.5 DISCUSSION 66
2.4 ENGELKAMP S MULTIMODAL MEMORY THEORY 69
2.4.1 ARCHITECTURE OF THE MULTIMODAL MEMORY THEORY 70
2.4.2 THE STRUCTURE OF THE SENSORY-MOTOR SYSTEM 74
2.4.3 THE STRUCTURE OF THE CONCEPTUAL SYSTEM 74
2.4.4 DISCUSSION 75
3.0 VISUALISATION IN EDUCATION: AN OVERVIEW 78
CONCLUDING REMARKS 81
3.1 MAYER S PRINCIPLES FOR MULTIMEDIA DESIGN 82
3.1.1 MULTIMEDIA PRINCIPLE 82
3.1.2 SPATIAL CONTIGUITY PRINCIPLE 83
3.1.3 TEMPORAL CONTIGUITY PRINCIPLE 83
3.1.4 COHERENCE PRINCIPLE 84
3.1.5 INDIVIDUAL DIFFERENCE PRINCIPLE 85
3.1.6 MODALITY PRINCIPLE 85
3.1.7 REDUNDANCY PRINCIPLE 86
3.2 REVIEWS OF RESEARCH ON THE LEARNING EFFECT
OF ANIMATION 88
3.2.1 CONCEPTUAL DEFINITIONS 88
3.2.2 OVERVIEW OF EMPIRICAL EVIDENCE FOR THE EFFECTIVENESS
OF ANIMATIONS 90
3.2.3 REASONS FOR VARYING RESULTS 90
THE INFLUENCE OF THE RESEARCH PARADIGM 91 / RESEARCH OBJECTIVE,
METHODS AND CONCEPTUALISATION 92 / INDIVIDUAL CHARACTERISTICS 94 /
POSSIBLE EVALUATION FLAWS 94
3.2.4 GROWING EVIDENCE FOR THE RELEVANCE OF THE LEARNING
CONTENT FOR INSTRUCTIONAL DESIGN WITH ANIMATIONS 95
3.2.5 COGNITIVE EFFECTS OF ANIMATIONS 97
MULTIMEDIA DIDACTICS | TABLE OF CONTENT 12
3.2.6 GUIDELINES FOR INSTRUCTIONAL DESIGN WITH ANIMATIONS,
DERIVED FROM STATE-OF-THE-ART RESEARCH 9
3.2.7 CONCLUSIONS 101
3.3 RIEBER S RESEARCH ON ANIMATION IN COMPUTER-BASED
INSTRUCTION, AN EMPIRICAL REVIEW AND A CASE STUDY 102
3.3.1 EXPERIMENT I (RIEBER & HANNAFIN, 1988) 10:
METHOD 103 / RESULTS 104 / RETROSPECTIVE DISCUSSION 104
3.3.2 EXPERIMENT II (RIEBER, 1989) 10E
METHOD 106 / RESULTS 106 / RETROSPECTIVE DISCUSSION 107
3.3.3 EXPERIMENT III (RIEBER, BOYCE, & ASSAD, 1990) 10
METHOD 108 / RESULTS 109 / RETROSPECTIVE DISCUSSION 110
3.3.4 EXPERIMENT IV (RIEBER, 1991A) 11C
METHOD 112/ RESULTS 113/ RETROSPECTIVE DISCUSSION 114
3.3.5 EXPERIMENT V (RIEBER, 1991B) 11E
METHOD 116/ RESULTS 117/ RETROSPECTIVE DISCUSSION 117
3.3.6 GENERAL DISCUSSION 11/
4.0 COMPUTER SUPPORTED INSTRUCTIONAL DESIGN (CSID) 12(
4.1 MERRILL S COMPONENT DISPLAY THEORY (CDT) 12:
4.1.1 PERFORMANCE-CONTENT CLASSIFICATION 12^
SPECIFYING OBJECTIVES 124 / PERFORMANCE-CONTENT MATRIX (P/CMATRIX)
124 / CONTENT 125/ PERFORMANCE 126 / SPECIFYING TEST ITEMS 127
4.1.2 A TAXONOMY OF PRESENTATION FORMS 12$
GENERALITIES AND INSTANCES 128
4.1.3 PRESCRIPTIONS RELATED TO CLASSIFICATION SYSTEM AND
PRESENTATION FORMS 12I
MERRILL S INSTRUCTIONAL THEORY: PERFORMANCE AND PPF CONSISTENCY 130
/ SECONDARY PRESENTATION FORMS 130/ INTERDISPLAY RELATIONSHIPS 132
4.1.4 DISCUSSION 13:
4.2 MERRILL S INSTRUCTIONAL TRANSACTION THEORY 13!
4.2.1 DEFINING A KNOWLEDGE OBJECT 13!
4.2.2 INSTRUCTIONAL TRANSACTION THEORY AND THE COMPUTER
PROGRAMME ASSUMPTION 13F
4.2.3 ARCHITECTURE OF THE INSTRUCTIONAL
TRANSACTION THEORY 13I
4.2.4 COMPONENT DESIGN THEORY 13!
MENTAL MODELS IN CDT
2
139 / KNOWLEDGE COMPONENTS 140 /
INSTRUCTIONAL STRATEGY COMPONENTS 142 / PARTS-OF INSTRUCTIONAL
TRANSACTIONS 143 / KINDS-OF TRANSACTIONS 143 / HOW-TO OR WHAT-
HAPPENS TRANSACTIONS 145
4.2.5 DISCUSSION 14F
4.3 LEARNING OBJECTS IN COMPUTER-SUPPORTED
INSTRUCTIONAL DESIGN 14I
4.3.1 TOWARDS LEARNING OBJECT MODELS 14!
4.3.2 ASPECTS OF REUSABILITY 151
13
4.3.3 ASPECTS OF REPRESENTATION 151
4.3.4 METADATA IN INSTRUCTIONAL SETTINGS 152
4.3.5 ASPECTS OF KNOWLEDGE 154
4.3.6 CONCLUSIONS 154
5.0 GENERAL DISCUSSION 156
5.1 THE COGNITIVE APPROACH TO MULTIMEDIA LEARNING
IN CONTEXT 158
5.2 LEARNING OBJECTS AND COMPUTER-SUPPORTED
INSTRUCTIONAL DESIGN - A CRITICAL DISCUSSION 159
5.3 CONCLUSIONS 162
PART II: EMPIRICAL RESEARCH
6.0 INTRODUCTION TO OUR EMPIRICAL RESEARCH 165
6.1 EXPERIMENT I: BOUNDARIES FOR LEARNING THROUGH COGNITIVE
LOAD WITH STATIC MEDIA 167
6.1.1 INTRODUCTION 167
6.1.2 THEORETICALLY SUPPORTED MEDIA ASSUMPTIONS 169
6.1.3 METHOD 170
DESIGN 170 / HYPOTHESES 171 / SUBJECTS 171 / LEARNING MATERIAL
AND LEARNING TASKS 171 / TECHNICAL SETUP 172 / TEST OF LEARNING
& DEFINITIONS OF THE KNOWLEDGE CATEGORIES 172 / SCORING OF THE
INFERENCE KNOWLEDGE TASK 172 / CONTROL FOR THIRD VARIABLES 173 /
PROCEDURE 174
6.1.4 RESULTS AND DISCUSSION 174
EFFECT OF THE PRESENTATION FORMS ON PREFERENCE 177/ EVALUATION OF
THE HYPOTHESES 178
6.1.5 CONCLUSION 179
6.2 EXPERIMENT II: EVALUATION OF THE LEARNING EFFECTS
OF DYNAMIC MEDIA. EVALUATING A FRAMEWORK OF
THEORETICAL HYPOTHESES FOR ANIMATION LEARNING. 180
6.2.1 INTRODUCTION 180
LEARNING CONTENT FOR INSTRUCTIONAL DESIGN WITH ANIMATIONS 182
6.2.2 METHOD 186
OPERATIONAL HYPOTHESES 186 / DESIGN 186 / SUBJECTS 187 / EXPERI-
MENTAL TASKS AND MEASURES 187 / PRODUCTION 189 / EXPERIMENTAL
PROCEDURE 190
6.2.3 RESULTS AND DISCUSSION 191
EVALUATION OF THE HYPOTHESES 192
6.2.4 CONCLUSIONS 194
6.3 EXPERIMENT III: EVALUATING LEARNING EFFECTS
OF DYNAMIC MEDIA: TESTING THE EFFECT OF MEDIA
AND USER-CONTROLLED INFORMATION FLOW ON DIFFERENT
KNOWLEDGE PARAMETERS 195
MULTIMEDIA DIDACTICS I TABLE OF CONTENT
6.3.1 INTRODUCTION 195
6.3.2 METHOD 19E
HYPOTHESES 198 / TASK 199 / DESIGN AND VARIABLES 199 / SUBJECTS
201 / PRODUCTION 201 / PROCEDURE 203
6.3.3 RESULTS AND DISCUSSION 203
6.3.4 CONCLUSIONS 206
6.4 EXPERIMENT IV: INVESTIGATING LEARNING EFFECTS OF DYNAMIC
MEDIA: THE EFFECT OF USER-CONTROLLED INFORMATION
FLOW AND PREDEFINED INFORMATION CHUNKS 205
6.4.1 INTRODUCTION 20?
HYPOTHESES 211
6.4.2 METHOD 211
SUBJECTS 212/ TASK 212/ DESIGN & VARIABLES 213/ PRODUCTION 214
/PROCEDURE 216
6.4.3 RESULTS AND DISCUSSION 21 I
6.4.4 CONCLUSION 22(
6.5 EXPERIMENT V: DIDACTICAL METADATA IN E-LEARNING:
VALIDATING THEORY-BASED LEARNING CONTENT
CATEGORIES 22;
6.5.1 INTRODUCTION 22I
6.5.2 IMPACTS OF AND NEEDS FOR VALIDATED LEARNING
CATEGORIES 22;
MULTIMEDIA DESIGN 223 / INSTRUCTIONAL DESIGN 224 / LEARNING CONTENT
MANAGEMENT AND LEARNING OBJECT REPOSITORIES 224
6.5.3 RESEARCH PROCESS 22F
THE NEED FOR GUIDELINES 227
6.5.4 ANALYSING LEARNING CONTENT 22
LEARNING CONTENT MAIN CATEGORIES 227 / LEARNING CONTENT SUB-
CATEGORIES 228 / LIMITATIONS OF OTHER AVAILABLE TAXONOMIES 229
6.5.5 METHOD 22
SYNTHESIS 230 / VALIDATION 230 / HYPOTHESES 232 / DESIGN 233 /
SUBJECTS 233 / EXPERIMENTAL TASKS AND SETTING 233
PROCEDURE 234 / CODING OF THE RAW DATA 234
6.5.6 RESULTS AND DISCUSSION 23!
6.5.7 CONCLUSIONS 23
PART III: CONCLUSIONS
7.0 CONCLUSIONS 24I
7.1 PROBLEMS TO BE ADDRESSED IN FURTHER RESEARCH 24
7.2 PROPOSITIONS DERIVED FROM THE RESEARCH
PRESENTED IN THIS WORK 24I
7.3 FINAL REMARKS 24
8.0 REFERENCES 24
|
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| indexdate | 2024-07-09T22:34:02Z |
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| isbn | 9783832256197 3832256199 |
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| spelling | Guttormsen Schär, Sissel Verfasser aut Multimedia didactics studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics Sissel Guttormsen Schär Aachen Shaker 2006 IX, 256 S. Ill. txt rdacontent n rdamedia nc rdacarrier Ergonomie 11 Zugl.: Zürich, Techn. Hochsch., Habil.-Schr., 2006 Computerunterstütztes Lernen (DE-588)4225938-1 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Computerunterstütztes Lernen (DE-588)4225938-1 s DE-604 Ergonomie 11 (DE-604)BV019687783 11 DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020045802&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Guttormsen Schär, Sissel Multimedia didactics studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics Ergonomie Computerunterstütztes Lernen (DE-588)4225938-1 gnd |
| subject_GND | (DE-588)4225938-1 (DE-588)4113937-9 |
| title | Multimedia didactics studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics |
| title_auth | Multimedia didactics studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics |
| title_exact_search | Multimedia didactics studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics |
| title_full | Multimedia didactics studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics Sissel Guttormsen Schär |
| title_fullStr | Multimedia didactics studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics Sissel Guttormsen Schär |
| title_full_unstemmed | Multimedia didactics studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics Sissel Guttormsen Schär |
| title_short | Multimedia didactics |
| title_sort | multimedia didactics studies on the learning effects of dynamic visual media based on analyses of cognitive models and learning content characteristics |
| title_sub | studies on the learning effects of dynamic visual media, based on analyses of cognitive models and learning content characteristics |
| topic | Computerunterstütztes Lernen (DE-588)4225938-1 gnd |
| topic_facet | Computerunterstütztes Lernen Hochschulschrift |
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