MULTIMEDIA LEARNING ENVIRONMENT

INTERACTIVITY

A PROCESS OCCURS BETWEEN

2 PARTICIPANTS

2 ELEMENTS

Verbal and graphical devices

Orient users through complex text

Reduce disorientation and cognitive overload

menu structures

influence the users feeling of complexity

pull-down menus

Concept maps and graphical representations

provide learners with a bird's eye view of content

hierarchically structure

organise & represent knowledge

Global content representations

tables, outlines and concept maps

Local cues

headings, introductions and connectors

Mental Representations and Visualization Processes

connection between what we see and what we think.

Mental activities and perceptional interactions of the real world are often interdependent and occur mutually.

Allow cognitive conflict

stimulation of the mind

encourages higher levels of thinking

Usage modality

explore

understand

memorise

cognitive theory

Cognitive load

Imaginery capabitlities

Inhibitor ( stop the learning process)

Instructional design

Concept evolutes over time and can not practice in real life situation

In very high cognitive load where learner can't build mental representation

Instructional Design Principles

1.Avoid extraneous elements

2.Broken into phases

3.Stepwise information to guide learner

4.Use auditory or grahics elements to guide learners

5.Provide possibility to different level of knowlegde

MOVING IMAGES CREATED BY COMPUTERS

MOTION ILLUSION

images are displayed in succession at a specific frame rate