Animation and interactivity1

Meer zoals dit

El inicio del proceso cualitativo: planteamiento del problema, revisión de la literatura, surgimiento de las hipótesis e inmersión en el campo.

door Leyla Izaguirre

2013-14 Chemistry Curriculum - Claremont Colleges Library

door School Admin

Approaches and methods in language teaching

door Carrizo, Florencia

Technology Tools

door Adrian Neibauer

ANIMATION, INTERACTIVITY AND NAVIGATIONAL ASPECTS OF MULTIMEDIA LEARNING

introduces

Interactivity

the dialog that occurs between a human being and a computer program

Computer Animation

is used to

Improve learning

through

Navigational Aids in Multimedia Learning

are

devices or elements that help learners make their way through complex information

constituting

of verbal and graphical devices such as headings, introduction, section number, table of content, concept map, hyperlinks and tables

categorized as

Semantic Grouping and Expandable Menus

of designing large hypertext databases and structuring explicit menus so as to balance depth and breadth

Concept Maps in Hypertext Comprehension

of advance organizers which help readers to build representation of contents and organization of materials which activate knowledge and encode relations between topics

Concept Maps and Graphical Representations

of diagram showing relationship among different ideas, images or words through graphical tools to organize and represent them

includes

Implications for Instructional Design

involves

five principles for the integration of animations in teaching and learning

consist

Principle 5

are about

multimedia instructional material that includes options to activate animation and information should be clear to avoid redundancy between static and animated visual materials

Principle 4

guidance to learners to make them aware of changes in animation by using auditory or graphics elements

Principle 3

conveys

information which gives learners control over the pace of animation

Principle 2

represents

events successively in the animation so that learners can build a functional mental model of the display

Principle 1

is that

animation should not contain excessive elements that is not necessary to understand a concept

reducing high cognitive loads through animations

animation is used when it involves change over time and when observation is impractical in real life

motivating learners to learn through animations which form part of the multimedia learning environments

Implications for Cognitive Theory

animation may induce a superficial processing of the animated content and lead to the illusion of understanding

animation enable learners to visualize the system so to be able to mentally stimulate

animation can lower the cognitive loads imposed on learners in building mental representation of abstract concepts

Enabling exploration through incorporation of interactive support

learner explores the animation in order to understand and memorize the topic under study

Producing a cognitive conflict

providing different scenarios including animations to improve learning and help students to make their conceptions explicit

Supporting the Visualization and the Mental Representation Process

means

facilitates the buildingof mental representation of the concept to be learnt

consists of

animation

computer graphics

is

the art of creating moving images with the use of computers