animation and simulation - gunadarma...
TRANSCRIPT
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Multimedia Learning
Leaning and understanding fromLeaning and understanding from animation and simulation
Jean Michel BoucheixLEAD CNRS U i it f BLEAD, CNRS, University of Bourgogne
National Seminar, Gunadarma University, 2‐2‐2011
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S h d lSchedule
f• 1‐ Cognitive processing of Animation in multimedia documents
2 L i ith i l t• 2‐ Learning with simulators
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Part I‐ Animations in learning dynamic processes from multimedia presentation
• Explosion of the numbers of animations (and video) in electronic documents and e‐learning
• Animation are more concrete than static pictures (or than a lot of words )• Animation are more concrete than static pictures (or than a lot of words )
• More realistic: step of the process
• Elicit more engagement and motivation than static pictures
• Are animations better and more efficient for learning and understanding than static pictures , in school and in professional learning ?
Wh t iti h t l d l b ilt f i ti ?• What cognitive processes: how mental models are built from animation?
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Does animation facilitate learning, doing procedures and comprehension?
• N t l (T k M i & Bét t 2002 Bét t• Not always (Tversky, Morrison & Bétrancourt, 2002, Bétrancourt, 2005)– Experimental results not in favor of a benefit in learning from animation
compared to static picturescompared to static pictures• Höffler & Leutner (2007)
– Meta‐analysis of the research (26 studies, 76 pair‐wise comparisons) about the comparison between static pictures and animation for the sameabout the comparison between static pictures and animation for the same topic
– Advantage (positive effect, medium size, d = .37) of instructional animation over static pictures in the comprehension of a dynamic process p p y por phenomenon.
Why does animation not always help learning?Why does animation not always help learning?
Intuitively designed, without scientific grounding
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When to look, where to look, what to look and how?
• Perceptual salience / thematic relevance
• TransienceAttention difficulties
Transience• Speed (high)• Attention direction and share
Cognitive difficulties : cognitive load and limited
• Expressiveness of the animation
• Apprehendability
working memory resources
Conceptual difficulties: priorpp y• Information search• Visual search (text and picture)• Simultaneous movements
Conceptual difficulties: prior knowledge
• Simultaneous movements
Difficulties mainly related to presentation format and information delivery.Can we improve the animation efficiency for learning purpose: yes we can?
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How to improve animation presentation and design?How to improve animation presentation and design?
1. Presentation format and information organization
2. Interactivity with the computer and user-control of the animation
3. Attention guiding and signaling (cueing techniques)
4. Providing strategies
5. Segmentation and speed of the animation
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Experimental methodExperimental method
• a Individual pre test for prior knowledge• a‐ Individual pre‐test for prior knowledge
• b‐ Individual study of the animation presented on the computer (time constraints , compulsory tasks or free study)
• c‐ Post‐test : Recall, comprehension measures (or production test), transfer tests.
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Eye‐tracking during learning
ASL Mobile Eye (60 Hz)
ASL 5000 ou Eye link, high speed,Corneal reflect and pupil delation Tobii
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ExampleExample
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Format
Boucheix & Schneider Learning and Instruction 2008Boucheix & Schneider, Learning and Instruction, 2008
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Interactivity and User Control
Boucheix, Learning with animation, 2008
User Control
40
50
60
70
Score 0,50,60,70,80,9
0
10
20
30 Temps
00,10,20,30,4
,
Dynamique Contrôle Direct Contrôle indirect
Présentation
Interactive No-interactive
Knots performance
Three days after
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Direct learners attention on relevant location of the animation
Signaling with cueing techniques
Schneider & Boucheix, 2008 Kriz & Hegarty, 2007 Lowe & Boucheix, 2007
Adding arrows did not enhance animation processing
Schneider & Boucheix, 2008, Applied cognitive Psychology
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HammerString Hammer
Damper Damper
Balance
Hammer‐ButtHigh perceptual
salienceBalance
Back‐checkJack
Spoon
KeyWhippen
Spoon
New cueing techniques: the upright piano mechanism example
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Low perceptual salience buthigh thematic relevance
Upright piano mechanism
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Whippen
Upright piano mecahnism
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16
18
20
12
14
16
8
10
DV
_1
2
4
6
EX-DES1 EX-DES2
AOI 2 3 4 5 6 7 8 9-2
0
2
AOI 2 3 4 5 6 7 8 9High thematic
lAOI: 2 3 4 5 6 7 8 9 AOI: 2 3 4 5 6 7 8 9 RelevanceComponents of the pianoExperts
(piano repairer)Novices(students) (piano repairer) ( )
Eye fixation of the components of the pianoEye fixation of the components of the piano
Boucheix, Lowe & Soirat, 2006
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New cueing techniquesConditions
Control, no‐cues
Standard arrows cues
Spreading colour cues (causal chain)
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P t l
Boucheix & Lowe, 2010
Perceptual
Salience +
Perceptual
Salience‐
70Dynamic signal, Spreading color cue
(along causal chain)
40506070
40
50
(along causal chain)
10203040
Saliency +
Saliency ‐ 20
30
40
Score /60
010
No‐cueing Spreading 0
10
/
cue
% eye fixations
No‐cue With cue
Comprehension score
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3D better than 2D3D better than 2DPutri, Dian‐Kemala & Boucheix, J.M., 2010
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Giving strategies
1‐ Exposure 30’’p
2‐Study 60’’
3‐Motion‐ProductionPost test 30’’Post test 30’’
4‐ Recognition Post‐test, <30’’Fish Locomotion project, Tübingen,
Boucheix & Lowe, 2009
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Pure eel to pure trout Cont. Head Body Tail pCont. Head Body Tail
1,4
1,0
1,2
ExperimentalGroups are
agree
0,8
ee
Groups areSignificantly better thanControl group
% who
a
0,4
0,6
% w
ho a
gre g p
in recognizing a trout:
Clips 6,7,8!
0,0
0,2 (p<.023)
The best are
-0 ,2
,Body and
Head groups
“Does this fish swim like a trout?” cl ip 1 cl ip 2 cl ip 3 cl ip 4 cl ip 5 cl ip 6 cl ip 7 cl ip 8
%T ROUT
-0,4
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A crucial perceptual and cognitive problem: The learner’s segmentation process of the events of the animation
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Animation and pictures used for rehabilitation in old people with memory disabilities (mental simulation)p p y ( )
Pozzo, Boucheix & F i 2006 2011Fourier, 2006‐2011
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Animation in public information comprehensionThe railway disruptions messages, LEAD & INRETSy p g ,
70
80
90
30
40
50
60
Deaf 1
Deaf 2
0
10
20
30
Old
Static Simul. Static Seq. Static strip Animated
3,5
4
2
2,5
3
,
0
0,5
1
1,5
« Your attention please, contrary to the informationthat has been displayed the train number 3458will not start from platform B, but from platform D»
Static Simul. Static Seq. Static Strip Animation
p , p
Jean-Michel Boucheix, Laurence Paire-FicouLaurent Saby, Aline Alauzet, Fanny Conte, Jonathan Groff & Stéphane Argon
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Medical area
url.htm
rao_schneider13.flv
rao_schneider32.flv
Dynamic images of a heartAnimation of the stages of a skin
disease
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Animation controlled with haptic modality
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Animation Cognitive Processing ModelPhase 5: Mental model consolidation
Elaborating system function across varied operational requirementsFlexible high quality mental model
Top downTop downinfluenceinfluence
Phase 4: Functional differentiationCharacterization of relational structure in domain‐specific terms
g q y
Boucheix
Phase 3: Global characterization
Characterization of relational structure in domain specific termsFunctional episodes
Boucheix & Lowe2008
Phase 3: Global characterizationConnecting to bridge across ‘islands of comprehension’ (Fayol, 2004)
Domain‐general causal chains
Phase 2: Regional structure formationRelational processing of local segments into broader structures
D i i h k
Phase 1: Localized perceptual exploration
Dynamic micro‐chunks
Bottom upBottom up Parsing the continuous flux of dynamic information Individual event units
Bottom upBottom upinfluenceinfluence
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II From multimedia to simulatorsII ‐ From multimedia to simulators
• Crane drivers
• Physicians in medical emergency
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Snapshots of the crane driver simulator screens
20003000400050006000
ht (k
g) to
be
ansp
orte
d
01000
17 21 25 29 33 37 41 45
Distance (m) on the jip of the crane
Wei
gh tra
Boucheix, 2003Boucheix, 2004, IEE
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SALLE 1
C é
SALLE 1
C éSALLE 2SALLE 2
Learning complex medical emergency
proceduresRoom 2
Room 1TV CameraCaméra
Moniteur
Caméra
MoniteurExpérimentateursExpérimentateurs
procedures with a full scale patient
simulator
Camera
ScreenExperimenterNInfirmier
Ambulancier
Infirmier
Ambulancier
ppNurse
Nurse
Médecin
Si l
Médecin
Si l
Ordinateur RetourTV
Ordinateur RetourTV
l
PhysicianComputer Feed‐back TV
SimulateurSimulateurSimulator
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E Bonnetain (LEAD)E. Bonnetain (LEAD)C. Avena (CHU)M. Freysz (CHU)
LaerdalUP2FUP2F
Managingg ga cardiac arrest
procedure
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Experimental design
Room 1 Room 2
250
300
350
400
)
100
150
200
250
Tim
e (s
ec)
0
50
H. Fibrill Pulse A. Perf A. Adré Adré shot
Experts NovicesExperts Novices
Messant, Bonnetain, Avena,Boucheix & Freysz, Ann.Franç.Anesth. 2008
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Longitudinal study: effect of the number and complexity of the learning sessions
Bonnetain, Boucheix, Hamet, & Freysz, 2010
50
60
70
30
40
50
Session 1
Session 2
Session 3
Session 4
70
80
50
60Session 1
Session 4
30
40
Simple Diff Same Diff DifferentSimple Diff.Same Diff.Different
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Screen simulator for medical emergency learning
Bonnetain, Boucheix, Hamet& Freysz, 2010
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Learning Transfer from a screen simulator to a full scale simulator
E.G.l
Micro‐SimLearning
Sim‐ManTest
Class: resuscitation course
Learning TestParticipantsWhole group28 volunteers
Randomization Two groups
C.G. Micro‐SimLearning
Sim‐ManTest
Medical students
Two groups
ClassPractice LearningTestPractice
15
20
5
10 G.EXP
G.CONT
0
Perf.SimMan
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Learning ecological car driving with attentional guidance (visual, auditory or haptic signals)(Renault)
Cauchard, Boucheix, & Argon, 2010ANR: OKTAL, Renault, Le2i,
Eye trackerFace Lab
PeripheraldLEAD. detection
task
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Virtual reality for Learning
Boucheix & Bour, 2008 (AFPA & LEAD)
Wave simulator: for Learning and trainingin making a complex gesture: welding
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Professional Learning schoolsgWelding with augmented reality
AFPA
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Thanks you very much for your attentionattention
Jean‐Michel.Boucheix@u‐bourgogne.fr