The Cognitive Influence on Interactive Multimedia Design: Towards the Development of a Computer-Based Instruction in Remov...
OVERVIEW The Cognitive Influence on Interactive Multimedia Design: Towards the Development of a Computer-Based Instruction...
Computer-Based Instruction (CBI) CBI <ul><li>An accessible, interactive and flexible </li></ul><ul><li>way of giving multi...
Computer-Based Instruction (CBI) CBI <ul><li>Development of PC’s in 1981 </li></ul><ul><li>Extensively used in Education <...
Computer-Based Instruction (CBI) CBI <ul><li>How effective is CBI in achieving educational outcomes? </li></ul>? <ul><li>D...
Computer-Based Instruction (CBI) CBI Does it affect nutrition? Does it influence Learning? Delivery of Instruction TRUCK D...
Computer-Based Instruction (CBI) Effective  Computer-Based Instruction is based on Principles of Learning
Computer-Based Instruction (CBI) <ul><li>BEHAVIORISM </li></ul><ul><li>1910-1960 </li></ul><ul><li>Behavioral objectives <...
Cognitive Psychology of Learning Cognitivism <ul><li>Process of Knowing </li></ul><ul><li>Active engagement </li></ul><ul>...
Needs Analysis School of Dentistry Vertical Integration Horizontal Integration Fourth Year Clinical Third Year Clinical Se...
Computer-Based Instruction (CBI) in Removable Partial Denture <ul><li>Supplement RPD Course </li></ul><ul><li>4 Modules </...
Design Guidelines <ul><li>Use both Graphics and Text </li></ul><ul><li>Graphics should be relevant rather than decorative ...
Design Guidelines <ul><li>Graphics and Text should be placed in close proximity </li></ul><ul><li>Avoid scrolling screens ...
Design Guidelines 3 MODALITY PRINCIPLE <ul><li>Present Words as Audio  Narration </li></ul><ul><li>Overloading of Visual C...
Design Guidelines 4 REDUNDANCY PRINCIPLE <ul><li>Overloading of Visual Channel </li></ul><ul><li>Don’t Present Words and A...
Design Guidelines <ul><li>Avoid extraneous elements: </li></ul><ul><li>Entertaining stories </li></ul><ul><li>Background m...
Design Guidelines <ul><li>Use conversational style rather  than formal style </li></ul><ul><li>Language :”you”, “I”, “we” ...
Design Guidelines <ul><li>Apply Media Principles: </li></ul><ul><ul><li>Multimedia </li></ul></ul><ul><ul><li>Contiguity <...
Design Guidelines <ul><li>On Screen Coach </li></ul><ul><li>On Screen Character </li></ul><ul><li>Talking-head video </li>...
COGNITIVE  PSYCHOLOGY <ul><li>PRINICIPLES </li></ul><ul><li>Multimedia </li></ul><ul><li>Contiguity </li></ul><ul><li>Moda...
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The Cognitive Influence on Interactive Multimedia Design:

  1. 1. The Cognitive Influence on Interactive Multimedia Design: Towards the Development of a Computer-Based Instruction in Removable Partial Denture Ranier M. Adarve, DMD,MHPEd Graduate Prosthodontics University of Minnesota
  2. 2. OVERVIEW The Cognitive Influence on Interactive Multimedia Design: Towards the Development of a Computer-Based Instruction in Removable Partial Denture <ul><li>Computer-Based Instruction </li></ul><ul><li>Cognitive Psychology of Learning </li></ul><ul><li>Design Guidelines </li></ul>
  3. 3. Computer-Based Instruction (CBI) CBI <ul><li>An accessible, interactive and flexible </li></ul><ul><li>way of giving multimedia presentations </li></ul><ul><li>that utilize textual materials, visuals, </li></ul><ul><li>sounds and motions. </li></ul>
  4. 4. Computer-Based Instruction (CBI) CBI <ul><li>Development of PC’s in 1981 </li></ul><ul><li>Extensively used in Education </li></ul><ul><li>Computer-Aided Learning (CAL) </li></ul><ul><li>Computer-Aided Instruction (CAI) </li></ul>
  5. 5. Computer-Based Instruction (CBI) CBI <ul><li>How effective is CBI in achieving educational outcomes? </li></ul>? <ul><li>Does CBI/Multimedia influence Learning? </li></ul><ul><li>Is CBI just a form of delivery of Instruction? </li></ul>
  6. 6. Computer-Based Instruction (CBI) CBI Does it affect nutrition? Does it influence Learning? Delivery of Instruction TRUCK Delivery of Groceries
  7. 7. Computer-Based Instruction (CBI) Effective Computer-Based Instruction is based on Principles of Learning
  8. 8. Computer-Based Instruction (CBI) <ul><li>BEHAVIORISM </li></ul><ul><li>1910-1960 </li></ul><ul><li>Behavioral objectives </li></ul><ul><li>Observable constructs </li></ul><ul><li>Mastery learning </li></ul><ul><li>Drills and Tutorials </li></ul><ul><li>COGNITIVISM </li></ul><ul><li>1970-1990 </li></ul><ul><li>Internal Processes </li></ul><ul><li>Unobservable constructs </li></ul><ul><li>Information-processing </li></ul><ul><li>Tutorials and Tests </li></ul><ul><li>CONSTRUCTIVISM </li></ul><ul><li>1990-Present </li></ul><ul><li>Constructed Knowledge </li></ul><ul><li>Interpretation of reality </li></ul><ul><li>Collaborative learning </li></ul><ul><li>Simulations and </li></ul><ul><li>Hypermedia </li></ul>Principles of Learning
  9. 9. Cognitive Psychology of Learning Cognitivism <ul><li>Process of Knowing </li></ul><ul><li>Active engagement </li></ul><ul><li>Unobservable Constructs </li></ul><ul><li>Perception and Attention </li></ul><ul><li>Encoding of Information </li></ul><ul><li>Memory </li></ul><ul><li>Comprehension </li></ul><ul><li>Active Learning </li></ul><ul><li>Motivation </li></ul><ul><li>Transfer of Learning </li></ul><ul><li>Metacognition </li></ul>MULTIMEDIA DESIGN CBI
  10. 10. Needs Analysis School of Dentistry Vertical Integration Horizontal Integration Fourth Year Clinical Third Year Clinical Second Year Pre-Clinical First Year Pre-Clinical DENTAL CURRICULUM Clinical Prosthodontics Pre-Clinical Prosthodontics SCOPE INTEGRATION PROBLEM X Classroom-Based Learning Patient-Based Learning CURRENT METHODOLOGY CBI
  11. 11. Computer-Based Instruction (CBI) in Removable Partial Denture <ul><li>Supplement RPD Course </li></ul><ul><li>4 Modules </li></ul><ul><li>WebCT </li></ul><ul><li>CD-ROM and Website </li></ul><ul><li>Macromedia Flash </li></ul>
  12. 12. Design Guidelines <ul><li>Use both Graphics and Text </li></ul><ul><li>Graphics should be relevant rather than decorative </li></ul>1 MULTIMEDIA PRINCIPLE <ul><li>Mentally making connections between pictorial and verbal representations </li></ul>
  13. 13. Design Guidelines <ul><li>Graphics and Text should be placed in close proximity </li></ul><ul><li>Avoid scrolling screens </li></ul><ul><li>Avoid directions and feedbacks accessed from links </li></ul>2 CONTIGUITY PRINCIPLE <ul><li>Integrating text and graphics results from a reduced need for search </li></ul>
  14. 14. Design Guidelines 3 MODALITY PRINCIPLE <ul><li>Present Words as Audio Narration </li></ul><ul><li>Overloading of Visual Channel </li></ul>PRINTED WORDS PICTURES MULTIMEDIA EARS EYES SENSORY MEMORY PHONETIC PROCESSING VISUAL PROCESSING WORKING MEMORY narration
  15. 15. Design Guidelines 4 REDUNDANCY PRINCIPLE <ul><li>Overloading of Visual Channel </li></ul><ul><li>Don’t Present Words and Audio Narration at the same time </li></ul>PRINTED WORDS PICTURES MULTIMEDIA EARS EYES SENSORY MEMORY PHONETIC PROCESSING VISUAL PROCESSING WORKING MEMORY NARRATION
  16. 16. Design Guidelines <ul><li>Avoid extraneous elements: </li></ul><ul><li>Entertaining stories </li></ul><ul><li>Background music and sound </li></ul><ul><li>Detailed textual descriptions </li></ul>5 COHERENCE PRINCIPLE <ul><li>Causes distraction, disruption, seduction, thus harming learning process </li></ul>
  17. 17. Design Guidelines <ul><li>Use conversational style rather than formal style </li></ul><ul><li>Language :”you”, “I”, “we” </li></ul>6 PERSONALIZATION PRINCIPLE <ul><li>Learner works harder to understand the material when they feel they are in conversation with a partner </li></ul>
  18. 18. Design Guidelines <ul><li>Apply Media Principles: </li></ul><ul><ul><li>Multimedia </li></ul></ul><ul><ul><li>Contiguity </li></ul></ul><ul><ul><li>Coherence </li></ul></ul>7 DESIGN OF PRACTICE OPPORTUNITIES <ul><li>Engage learners to selecting, integrating and retrieving processes </li></ul>
  19. 19. Design Guidelines <ul><li>On Screen Coach </li></ul><ul><li>On Screen Character </li></ul><ul><li>Talking-head video </li></ul><ul><li>Virtual person </li></ul>8 USE OF PEDAGOGICAL AGENT <ul><li>Encourage learners to do reflective learning and development of metacognitive skills </li></ul>
  20. 20. COGNITIVE PSYCHOLOGY <ul><li>PRINICIPLES </li></ul><ul><li>Multimedia </li></ul><ul><li>Contiguity </li></ul><ul><li>Modality </li></ul><ul><li>Redundancy </li></ul><ul><li>Coherence </li></ul><ul><li>Personalization </li></ul><ul><li>Practice opportunities </li></ul><ul><li>Pedagogical Agent </li></ul>EFFECTIVE CBI RECAPITULATION
  21. 21. THANK YOU

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