How so that Design these Animations/Simulations? Goals Using Cognitive Load Theory so that Develop Animations in addition to Simulations: The Road Partly Traveled


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How so that Design these Animations/Simulations? Goals Using Cognitive Load Theory so that Develop Animations in addition to Simulations: The Road Partly Traveled

Bethune-Cookman College, US has reference to this Academic Journal, Using Cognitive Load Theory so that Develop Animations in addition to Simulations: The Road Partly Traveled Catherine Milne, Teaching in addition to Learning; Trace Jordan, College of Arts in addition to Science; Jan Plass, Administration, Leadership in addition to Technology; Bruce Homer, Applied Psychology; Slava Kalyuga, Juan Barrientos, Reneta Lansiquot New York University Goals To design, develop in addition to evaluate animations in addition to simulations that support the learning of chemistry amongst students alongside little prior experience of chemistry. To test the effectiveness of our simulations in functioning high school chemistry classrooms. To integrate simulations into chemistry curricula. How so that Design these Animations/Simulations? The Learner – interactivity/agency Cognitive elements – the demands of the content in addition to the learner Design elements – impact of design elements on instrumental effectiveness is not well studied Chemistry education

 Morrison-Pearce, Marcy Bethune-Cookman College


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1.0 Interactivity/Agency Simulations offer learner control. The learner can test a theory (manipulate variables) using wonder/predictions by asking questions such as, ?What if. . ?? ?How. . ?? Animations are controlled by the developer in addition to provide frames that illustrate movement. 2.0 Cognitive Elements 2.1 Research indicates the existence of three forms of memory – Sensory memory – information buffer in consideration of our senses, only small part is processed in WM Working memory – processing of information; associated alongside consciousness; limited capacity, once exceeded learning is impacted negatively Long term memory – knowledge is stored in long term memory in schemas (hierarchical information networks). Evidence of people?s schemas comes from their practices. 2.3 Demands of Content in addition to Learner Cognitive Load, amount of mental effort required so that learn, affects working memory Intrinsic Difficulty of content, process, practice so that be learned Cannot be modified by instructional design Extraneous Depends on design of instructional materials used so that present information so that learners in addition to on learning tasks Germane Learner?s mental efforts so that understand Our design goal: so that reduce cognitive load by optimizing germane load in addition to reducing extraneous load

2.4 Split Attention Effects Learners do not perceive diagrams in addition to text simultaneously in addition to learners are forced mentally so that switch backwards in addition to forwards between the two Extraneous load Affects multimedia design Use diagrams in addition to narrated text because learners use different working memory But diagrams cannot be too complex or this design change will not have any effect 3.0 Design Elements For learners iconic representations reduce cognitive load vs. symbolic 3.1 Design Decisions Made Sliders used so that show external variables Consistency in positioning of the sliders (under diagram of phenomenon) Use of two dimensional particles so learners do not need so that account in consideration of perspective Consistency in use of symbols in consideration of various processes/information Use single circles so that represent particles

Buoyancy forces Which object experiences the largest buoyancy force? Which question?

4.0 Chemistry Education How should we connect macroscopic phenomena in addition to submicroscopic explanations? How do we need so that structure our animations/simulations so that ensure that we do not teach ?misconceptions?? Should our animations/simulations begin alongside theory/models or ?real world? examples? Pilot Design Experimental Design

Testing our Model Usability Trials Cognitive Load Trials Pilot Study in Schools Experiment in Schools Development of simulations/animations in other content areas The Challenges Ahead on the Road Partly Traveled Further development of simulations Experimental testing of new simulations Integration of multimedia simulations into chemistry curricula in addition to into the classroom practices of teachers Acknowledgements Paola Gaudalupe, Laura Lanwermeyer, J. Reid Schwabeck, Oscar Stephenson, Jim Ma IES Grant: R305K05014

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