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topik 8 (part 3): Multimedia development process (i) - Coggle Diagram
topik 8 (part 3): Multimedia development process (i)
Cognitive psychology
Perception and attention
attention may falter or be attracted to different stimuli than the desired ones
main principle
the position (spatial or temporal) of information affects attention
differences in changes attract and maintain attention
information (vision or aural) must be easy to receive
stained by many competing stimuli
Ease of perception is the basis for many screen design
the use of color
volume and clarity of audio
the size and fonts used for text
encoding
when the learner attend and perceives the stimuli
encoding theories
multimedia effect
can include text, speech, drawings, photographs, music, animation and videos
some combination complement one another
dual coding
Learning is enhanced when complementary information codes are received simultaneously (visual material and narration)
learning is best facilitated by a combination of complementary visual and auditory information
memory
principle
organization
repetition
flash cards/ quizzes
the more information is practices or used , the better and longer it is remembered
imposing organization
mnemonics, analogies and songs are a few of the method
more powerful than the repetition principle
Introduction
More on the human information processing approach
areas of cognitive theory
encoding information
memory, mental models
attention
Cognitive psychology places emphasis on unobservable constructs
attitudes, motivation
mind, memory
mental models
such as
solve problems
predict events
understand a system
computer diagrams, animation, and video presentation have all been suggested as means of providing conceptual models that help develop learners mental models
representation in working memory that can be run by the learners
metacognition
self awareness
reflection
self assessment
cognitive influence on interactive multimedia design
multimedia tool designer should start with the simpler and more directed methodologies
followed by tackling more complex and methods
interaction are more frequently designed to foster comprehension and metacognition as well as recall
successful designer must adapt to the needs of different learners, subject areas and situations
in computer based instruction and interactive multimedia, screen design and presentation strategies increasingly reflected theories of attention and perception