Module 12

Learning from Visual Representations

Educational animation, games, and simulations

Goals and Outcomes

Outcomes

After completing this module, students will be able to:

  • distinguish between interactive or experiential educational multimedia
  • describe the effects of games, simulations, and microworlds on learning
  • describe how games can be used to improve student learning
  • describe emerging principles of design
  • examine existing and emerging design guidelines specifically for the design of dynamic visualizations
  • examine animations’ potential to provide external representations of visualizations, reduce cognitive load, and promote meaningful learning
  • describe the conditions for using animations to improve multimedia learning.

Selected Readings

Required

  • Lowe, R. K. & Schnotx, W. (2014). Animation principles in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 513-546). New York: Cambridge.
    (e.g. Chapter 22)
  • Plass, J. L. & Schwartz, R. N. (2014). Multimedia learning with simulations and microworlds. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 729-761). New York: Cambridge.
    (e.g. Chapter 30)

Recommended:

  • Tobias, S., Fletcher, J. D., Bediou, B., Wind, A. P., & Chen, F. (2014). Multimedia learning with computer games. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 762-784). New York: Cambridge.
    (e.g. Chapter 31)
  • Höffler, T., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722 -738.
    Download (PDF, 238 KB)

“To Do” List

Discussions

Effect and Justification for Learning from Simulations and Microworlds

Based upon Plass and Schwartz’s article, identify ONE positive effect of simulations and microworlds that you think is the most salient in your teaching discipline. Please also explain if the gain from simulations and microworld is worthy of manpower and resource allocated to this type of learning based upon Plass and Schwartz’s statement, “The instructional design of simulations and microworlds must also take into consideration how to prepare teachers to support students in the use of these resources.” (p.749).

Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. After making your initial postings, review at least two of your classmates’ postings and reply to their threads.Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.

Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to 100 – 200 words and each of your responses to 25 – 50 words.

Assignments

Multimedia Product Critique Paper #3

Please read the Multimedia Product Critiques page for details about this assignment. 

Overview

Throughout this course, students will identify three multimedia products and compose a critique paper for each of them. This assignment is designed to sharpen your critical thinking in evaluating multimedia products.

Due Dates

  • Critique Paper #3: (Due: the 1st day on Module 14)
Annotated Bibliographies for Module 12

Please read the Annotated Bibliographies for Module Reading page for details about this assignment. 

Outcomes

After completing this assignment, you will be able to:

  • distinguish between interactive or experiential educational multimedia
  • describe the effects of games, simulations, and microworlds on learning
  • describe how games can be used to improve student learning
  • describe emerging principles of design
  • examine existing and emerging design guidelines specifically for the design of dynamic visualizations
  • examine animations’ potential to provide external representations of visualizations, reduce cognitive load, and promote meaningful learning
  • describe the conditions for using animations to improve multimedia learning.

Instructions

  1. Read all assigned reading carefully and thoroughly.
  2. Summarize the most important ideas and questions for ALL journal articles or book chapters covered in the week (including the one you find).
  3. For EACH journal article or book chapter, the summary should be between 150 – 300 words in length. This is not a reaction paper or an excerpt, but rather your synthesis of the main ideas and related questions. View an synthesis example at the Template page.
  4. Compose all of your annotated bibliographies in MS Word and check for spelling/grammatical errors.
  5. Post your synthesis text onto a Weebly page as online text (not file attachment) and label the page appropriately.

Submitting and Posting 

  1. To submit your work, copy and paste your synthesis text onto the corresponding link under Submissions inside Moodle before 11:59 p.m. U.S. EST/EDT on the following Monday.

Grading
Grades on the synthesis will be based on the requirement listed in the Annotated Bibliographies for Module Reading page. Read it carefully to get a sense of the instructor’s specific expectations.