Dr. Thomas Huk, Prof. Dr. Christian Floto Learning Lab Lower Saxony [L3S] CRIMP Criteria of Evaluation of Audiovisuals in Multimedia Productions
Mar 27, 2015
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