Dr. Thomas Huk, Prof. Dr. Christian FlotoLearning Lab Lower Saxony [L3S]

CRIMP

Criteria of Evaluation of Audiovisuals in Multimedia

Productions

Summary

Question 3: Navigation

Question 2: Motivation

Question 1: 2D/3D-Animation

Presentation of the CBL-Software

CRIMP

Question 2: Motivation

CRIMP

Question 1: 2D/3D-Animation

Presentation of the CBL-Software

Question 3: Navigation

Summary

Presentation: Structure

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Wallenberg Global Learning Network [WGLN]

CRIMP – organizational structure

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

CRIMP

SwedishLearningLab

StanfordLearningLab

Lear

ning

suc

cess

read

10%

listen

20%

look

30%

listen+

look

50%

repeat

70%

do

90%

bibliographical reference ?

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

CRIMP – rationale

Beh

alte

nsw

ert

read

10%

listen

20%

look

30%

listen+

look

50%

repeat

70%

do

90%

You won´t find scientific literature for these statements

(Weidenmann 1997)

Weidenmann, B. (1997), In: Issing & Klimsa (Hrsg.): Information und Lernen mit Multimedia. S. 65-84

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

CRIMP – rationale

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Questions under investigation

1. How real should audiovisuals be andhow instructive is the use of visual cueing elements ?

2. Do additional 3D-animations foster motivation ?

3. The role of navigation

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Experimental design

1. Pre-Test: Questionnaires about- visual ability- computer literacy- learning style- prior knowledge

2. Use of Software by Pupil

3. Pupil understanding is tested by performance on a special test about the subject

Testbed

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

topic of the software: cell biology

target group: pupil of biology courses(classes 12-13)

Testbed

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Question 1

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

How real should audiovisuals be ?3D = cost-intensive

3D = better learning ?

How instructive is the use of visual cueing elements ?

- information delivery hypothesis

- split-attention hypothesis

Question 1

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

3D-Animation + cueing elements

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

3D-Animation

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

2D-Animation + cueing elements

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

2D-Animation

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Question 2

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Do additional 3D-animations foster motivation and therefore learning ?

- enhance of motivation ?

- redundancy effect

Motivational Elements

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Motivational Elements

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

complexity

4 versions with reduced complexity

1234

Version 1

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Version 1

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Version 1

Version 2

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Version 2: rollover

Version 2: detailed information

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Version 3: rollover

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Version 3: detailed information

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Version 4: rollover

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Version 4: detailed information

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

Question 3

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

The role of navigation

- correlation with computer literacy?

- correlation with learning style ?

Log-file protocol

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

----------------------------------------------------------Session Log Date: 20.02.2002 Session Log Time: 11:16:37----------------------------------------------------------tour.dxr;but4Up;11:03:45navi.dxr;Die Tierische Zelle;11:05:19Tierzelle;Video;11:05:54Tierzelle;Querschnitt;11:06:55Tierzelle;Zentriol;11:07:11Tierzelle;Zur Pflanzenzelle;11:07:28Pflanzenzelle;Video;11:07:30Pflanzenzelle;Film angehalten;11:07:44Pflanzenzelle;QuicktimeVR;11:07:47Planzenzelle;Querschnitt;11:08:05Pflanzenzelle;Dictyosom;11:08:21Pflanzenzelle;Video;11:08:41Pflanzenzelle;Film angehalten;11:08:44Pflanzenzelle;Menü - Kompass;11:10:10navi.dxr;ATP-Synthase;11:11:17ATP-Synthase;Film angehalten;11:11:21ATP-Synthase;Film fortgesetzt;11:11:37ATP-Synthase;Film angehalten;11:15:40ATP-Synthase;Film abgebrochen;11:15:40ATP-Synthase;Film angehalten;11:16:23

Screen; Button; Time

Summary

Motivation

CRIMP

2D vs 3D

CBL-Software

Navigation

Summary

1. 2D- / 3D-Animation andvisual cueing elements

2. Motivation

3. Navigation

2 x 2 factor design

4 versions of reduced compexity

learning style / computer literacy