Articles:Promoting cognition in multimedia interactivity research

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Contents

Common Conceptions of Interactivity

  • provides students with interactive learning experience
  • designs of instructional tasks is a factor in student learning.
  • Increasing interactivity is seen as a plus in student learning an overall outcomes

instructional approach

reactive
  • learner is passive receiver of information
proactive
  • learner is active participant of the construction of knowledge
interactive
  • an interplay between "information transmission and simpler levels of learner manipulations of the material and activities that are grounded in the learners own evolving understanding of the experience"

functional approach

this is approached is concerned with the interface and it's associated affordances

  • Linear interactivity: interface functionality that allows user to progress forward/backword in application
  • Update interactivity: users must respond to predetermined problems
  • Construct Interactivity: User must manipulate elements in the interface

Shortcoming

Both fail to included the internal cognitive process of the user, nor address user "engagement"

Cognitive Conceptions of Interactivity

3 Dimensional taxonomy of Interactive Lesson Design

Suggest that the tasks and type of interactive program affect the cognitive process.

  • Task Analysis
  • Levels of Processing
  • Type of interactive Program
  • "Because knowledge is mediated through student thought process and not the medium itself, instructional design should focus on the thought processes activated by learning activities"
  • 2nd Team: designers should be "less concerned with the physical evidence of the interaction than with the cognitive activity that the lesson is designed to engender"
  • 3rd Team: focused on cognition. Interactivity is the interaction between internal and external influences

3 fundamental pointes of interactivity

  1. interactivity is grounded in the design of computer based instructional events.
  2. what students do
  3. cognitive process and strategies

Instructional Events

  • provide model for Cognitive interaction model.
  • general multimedia programs/specific task in an application for learning
  • defining feature is learning goals

Cognitive Interactivity

Cognitive interaction Model proposes bidirectional relationship between instructional event.

Few interactivity models have activity considered the cognitive component. CIT goes beyond functional and make learning cog process center.

Benefits

intrinsic motivation

interactive involvement promotes engagement in learning. Hidi and Harackiewicz argue that som environments

While "bells and whistles" may trigger situational interest, the ability of instructional event to promote meaningful cognitive procees nother benefit is student learning outcomes

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