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Design Principles for Educational Media (Keisha Croxton) - Coggle Diagram
Design Principles for Educational Media (Keisha Croxton)
Educational Applications
Infographics
Charts
Graphs
Instructional Documents
Step-by-step guides (sequential learning)
Visual annotations (callouts, highlights)
Task completion focus (outcome-oriented design)
Video
Audio-visual synchronization (multi-channel learning)
Pacing considerations (cognitive load management)
Screen capture techniques (clarity of demonstration)
Visual Demonstration
Web-Based Learning
Responsive design (mobile/desktop adaptation)
Navigation clarity (user pathways)
Accessibility features (alt text, readable fonts)
Multimedia Presentations
Consistent visual language (brand cohesion)
Interactive elements (engagement points)
Scaffolded information (progressive complexity)
Interactive Media
User controls (navigation options)
Feedback mechanisms (response to input)
Adaptive content (personalized paths)
Imagery
Photography
Illustrations
Technical Drawings / Blueprints
People value a product more highly when it's physically in front of them
There are four ways to be creative
Cultural and Emotional Factors
Cultural Influence
Design Adaptations
Global Patterns
Culture affects how people think
Universal Emotions
7 Basic Emotions
Emotions are tied to muscle movement and vice versa
People are programmed to enjoy surprises
Environmental Psychology
Pastoral scenes make people happy
Psychological states
People want familiar things when sad or scared (nostalgia)
People are hard-wired for imitation and empathy
Design Elements
Typography
Line Length
People prefer a shorter line length (texts, recipes)
People read faster with longer lines (Long-form blog posts)
Capital letters readability myth (ALL CAPS for emphasis, headline styling)
Proximity
Visual Hierarchy
Gestalt Psychology
People believe things close together belong together (navigation menus, grouped form fields)
Perception
Cognitive Processing
Peripheral vision is used for gist (dashboard warnings, notification badges)
Visual Illusions (mis-perceived sizes)
Pattern Recognition
People identify objects by recognizing patterns (logos, familiar symbols)
Information Processing
Attention is selective (banner blindness, focused listening)
Learning Patterns
Well-practiced skills don't require conscious attention (driving, typing)
People learn best from examples (case studies, demonstrations)
People have to use information to make it stick (active learning, practice activities)
Reading v. Comprehending
Reading and comprehending are two different things (textbook cramming vs. understanding)
It's easier to recognize information than to recall it
Memory takes a lot of mental resources
Object Orientation
People imagine objects tilted and at an angle above (product photography angles)
Face Recognition (avatars, profile pictures)
People can tell when a smile is real or fake more accurately with video
User Interaction
People see cues that tell them what to do with an object (buttons, handles, affordances)
People scan screens based on past experience and expectations (F-pattern for text, Z-pattern for websites)
For people to pay attention to something, they must first perceive it
Time is relative
User Behavior
Effort and Efficiency
People are inherently lazy (path of least resistance, default options)
People look for shortcuts only if they're easy (keyboard commands, swipe gestures)
Error Patterns
People will always make mistakes (error 404 pages, undo functions)
No fail-safe product exists
People make predictable types of errors (common typos, missed deadlines)
Decision-Making
When people are uncertain, they let others decide what to do
People are swayed by a dominant personality
People make most decisions unconsciously
User Testing
Error identification (using "People make predictable types of errors")
Task completion rates (measuring effectiveness)
Iterative improvement (feedback loops)