Chapter 18, 31, &

32
Elif Gokbel

Chapter 18

The animation and Interactivity

Principles in multimedia learning

What is animation
in multimedia
learning
Betrancourt and Tverskys (2000)
definition: computer animation refers to
any application which generates a series of
frames, so that each frame appears as an
alternation of the previous one, and where
the sequence of frames is determined
either by the designer or the user

According to Schotz and Lowe

(2003), there are three different
levels of analysis to characterize
the concept of animation:

Technical
Semiotic
Psychological

When and how should

animation be used to
improve learning?
1. Animation provides a visual representation of a
dynamic fact,
. When it is not observable in real space and time
scales (e.g., weather maps)
. When the real fact is impossible to realize in a
learning situation ( too dangerous or too costly)
. When it is not inherently visual

Not observable in real

life: Weather maps

Circulatory system

2-Animation can be used to

visualize some facts that are
not conceived the way they are
in the scientific domain.
For example; The bowling ball and soccer ball
have same volume and different weights. Which
one falls faster?

3- Enabling learners to explore a phenomenon

The learner actively explores the animation in order
To understand and memorize a fact.

Now, your examples of scenario

using animation and
interactivity:
Viola-The labor process
Nola-The process of dissecting a frog
Chunhua- visualized explanation of
some functions during training of
product
Mark- Space Shuttle reentering the
earth's orbit

Chapter 31Multimedia
Learning with
Pedagogical
Agents

Bradshaw(1997) and Laurel(1997)

define APAs as a kind of software agent
that functions continuously and
autonomously on the behalf of the user
in a computer-based environment.

What can APAs do?

Searching for information in distributed
networks
Acting as intelligent user interface
managers
Helping users in their transactions

Some examples of
multimedia learning with
animated pedagogical
agents
Adele, a twodimensional female
character who
provides advice,
coaches, and tests
students as they
work through
medical case
studies.

STEVE: Soar Training

Steve
agents
Expert
for can
Virtual
demonstrate
skills to
Environments
students,

- answer student
questions, watch the
students as they
perform the tasks, and
-give advice if the
students run into
difficulties.
Multiple Steve
agents can inhabit a
virtual environment,
along with multiple
students. This helps
make it possible to
train students on
team tasks.

Rachel- I use BrainPopJr. videos in

my class
and it reminds me of the software
you
meanted of Sprite.
The characters in BrainPop interact
with
one another and speak about
important
concepts. This is quite different
than reading the same text that is
projected on the screen.
Nola- The AutoTutor APA assists
students in an introductory
computer course. This APA
seemed to use the
personalization principle by
responding to each student
with personalized rather than
monologue style messages
(Graesser, Wiemer-Hastings, &
Kreuz, 1999)----- very
distracting and cause the split-

The role of APAs in

multimedia learning
Pros
Highly visible lifelike
characters
(Reeves&Nass, 1996)
The enhanced
motivation resulting
from higher degree
of entertaining
(Dehn &van Mulken,
2000)

Cons
Leading wrong
expectations about their
behavior (Shneiderman,
1997)
Additional visual
representation of agent
(source of distraction)
(Walker, 1994)
People tend to treat
computer as a social
agent-no need for APAs.
(Nass, 1995)

Your discussions :
Emtinan: The one Im discussing here is the
interactivity effect. Moreno and colleagues (2001)
have conducted a research program to investigate the
role of the interactivity in APA design. The main goal
of this research was to see the difference in the
degree of student-agent interaction. They found that
students who participated in knowledge construction
process by creating answers before listening to the
APA explanation, have performed much better that
students who had the same materials but without
participation. Similar results by Mayer et al., (2003) as
they found that students who practiced asking
questions performed much better than students who
had the same material but without interactivity.

Marcia: The proponents of APA suggest that they will

increase motivation and increase learning, while critics
suggest that APAs are distracting and create an
unnecessary cost. It's difficult to suggest just one
principle to consider because it seems that pedagogical
agents do not always contribute to learning, so meeting
all the principles is important. However I think that one of
our old basics, the modality principle, is most important.
Numerous studies (Moreno & Mayer, 1999; Mousavi, Low
& Sweller, 1995) showed that having the pedagogical
agent use spoken words rather than textual words or to
have no agent. I think of the annoying paperclip on
Microsoft Word whenever I think of a pedagogical agent,
and that certainly did not use the modality principle!

Chapter-32

Multimedi
a Learning
in Virtual
Reality

What is virtual reality?

A set of images and sounds produced
by a computer, which seem to represent
a place or a situation that a person can
experience or take part in

Defining features of virtual

environments:
3D environments
Real world exploration
The users interaction with object and
events in the simulation

Virtual Learning
Environments (VLEs)
Military
Industrial
Medical training
Architectural modeling
Industrial design
Mainstream and special needs education
Rehabilitation

The use of virtual

environments for learning
Salzman, Dede, Bowen, Loftin, and Chen
(1999) has suggested that VR
technology:

More motivating
Use of multisensory cues to direct
student attention

Attributes of Virtual reality technology and virtual environments that are suitable
learning (Crosier, 2001)
Virtual Environment Attributes
-Visualization and manipulation of
invisible fact
-Ability to take on different
perspective
-Exploration of dangerous situation
-Reality and altered reality
-3D representation of abstract
conceptsVirtual reality
attributes
-Presence
-Real time
interaction
-Learning style
-Flexible teaching
tool
-Motivation

Three application areas of

the use of VREs in special
education:
Spatial
cognition

Training of
everyday life
skills

Social skills
training

Your examples:
Viola-For example, when the learner has social disability such as autism. They
could use VLEs to practice social skills such as enroll into a school or a group,
talk to someone, then practice to talk to stranger.
Mark- For instance, soldiers suffering physical or cognitive deficits after
returning from combat zones can work through life skills issues without being
physically immersed in an anxiety provoking situation or surrounding.
Rachel- I think a virtual environment would be helpful with students in Life
Skills. I am envisioning a virtual environment of grocery store where they
could practice using the signs to help them find what they need, finding
workers to help them, and finally checking out and paying for their items.
This may help them feel less overwhelmed when they entered a real store to
purchase items.
Chunhua- I experienced the VLE using as useful educational technology in my
work. In order to help our VIP customers to master the operation of a certain
device and its operation system, we offered VLE for customers to explore the
status of device by using different functions of operation system, and
customers seem to operate and get the outcome in real circumstance. We also
called the VLE as important part of User Experiencing Platform, and it is very
helpful to build understanding for our service and products.

Limitations of Research
Allowing students freedom to explore a
virtual environment is not sufficient.
Guided instruction is required
Self-directed learning is not always
suitable for students with disabilities
Ineffective design of VREs for learning

Limitations of research
Allowing students freedom to explore a
virtual environment is not sufficient.
Guided instruction is required
Self-directed learning is not always
suitable for students with disabilities
Ineffective design of VREs for learning

Limitations of research
Allowing students freedom to explore a
virtual environment is not sufficient.
Guided instruction is required
Self-directed learning is not always
suitable for students with disabilities
Ineffective design of VREs for learning

Limitations of research
Allowing students freedom to explore a
virtual environment is not sufficient
Guided instruction is required
Self-directed learning is not always
suitable for students with disabilities
Ineffective design of VREs for learning

Any Questions?