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Dr. Thomas Huk, Prof. Dr. Christian Floto Learning Lab Lower Saxony [L3S] CRIMP Criteria of Evaluation of Audiovisuals in Multimedia Productions.

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Presentation on theme: "Dr. Thomas Huk, Prof. Dr. Christian Floto Learning Lab Lower Saxony [L3S] CRIMP Criteria of Evaluation of Audiovisuals in Multimedia Productions."— Presentation transcript:

1 Dr. Thomas Huk, Prof. Dr. Christian Floto Learning Lab Lower Saxony [L3S] CRIMP Criteria of Evaluation of Audiovisuals in Multimedia Productions

2 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

3 Wallenberg Global Learning Network [WGLN] CRIMP – organizational structure Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary CRIMP Swedish Learning Lab Stanford Learning Lab

4 Learning success 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

5 Behaltenswert 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 Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary CRIMP – rationale

6 Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary Questions under investigation 1.How real should audiovisuals be and how instructive is the use of visual cueing elements ? 2.Do additional 3D-animations foster motivation ? 3.The role of navigation

7 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

8 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)

9 Testbed Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

10 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

11 Question 1 Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

12 3D-Animation + cueing elements Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

13 3D-Animation Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

14 2D-Animation + cueing elements Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

15 2D-Animation Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

16 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

17 Motivational Elements Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

18 Motivational Elements Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary complexity 4 versions with reduced complexity

19 Version 1 Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

20 Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary Version 1

21 Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary Version 1

22 Version 2 Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

23 Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary Version 2: rollover

24 Version 2: detailed information Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

25 Version 3: rollover Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

26 Version 3: detailed information Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

27 Version 4: rollover Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

28 Version 4: detailed information Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary

29 Question 3 Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary The role of navigation - correlation with computer literacy? - correlation with learning style ?

30 Log-file protocol Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary Session Log Date: Session Log Time: 11:16: tour.dxr;but4Up;11:03:45 navi.dxr;Die Tierische Zelle;11:05:19 Tierzelle;Video;11:05:54 Tierzelle;Querschnitt;11:06:55 Tierzelle;Zentriol;11:07:11 Tierzelle;Zur Pflanzenzelle;11:07:28 Pflanzenzelle;Video;11:07:30 Pflanzenzelle;Film angehalten;11:07:44 Pflanzenzelle;QuicktimeVR;11:07:47 Planzenzelle;Querschnitt;11:08:05 Pflanzenzelle;Dictyosom;11:08:21 Pflanzenzelle;Video;11:08:41 Pflanzenzelle;Film angehalten;11:08:44 Pflanzenzelle;Menü - Kompass;11:10:10 navi.dxr;ATP-Synthase;11:11:17 ATP-Synthase;Film angehalten;11:11:21 ATP-Synthase;Film fortgesetzt;11:11:37 ATP-Synthase;Film angehalten;11:15:40 ATP-Synthase;Film abgebrochen;11:15:40 ATP-Synthase;Film angehalten;11:16:23 Screen; Button; Time

31 Summary Motivation CRIMP 2D vs 3D CBL-Software Navigation Summary 1. 2D- / 3D-Animation and visual cueing elements 2. Motivation 3. Navigation 2 x 2 factor design 4 versions of reduced compexity learning style / computer literacy


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