Research

Research

I'm re-posting some of the **graphics** research I did for the other Wiki here, as support the use or non-use, plus related ideas for our **graphics, colors, text, sound** etc. guiding our choice of visuals for the tutorial. Also, I will probably cite some of these for the paper. When we have made our decision I will put this section into a format for the paper. I though it a bit premature before we have decided? That is, our own style set! Please add to this if you have more to support or not...

Connie Malamed is an eLearningm Information and Visual Designer, has some publications, and shares much research on the web, cited in her various sections of advice. Here she explains that, "//**visual clarity** should be a guiding principle in any design. To achieve visual clarity, consider these findings from other research on processing fluency and aesthetics.// More details at URL: @http://theelearningcoach.com/learning/visual-clarity-and-learning/
 * //People prefer **prototypical and familiar stimuli** over highly unusual examples. What’s familiar is easier to process.//
 * //**Symmetry** is valued more than non-symmetry, particularly vertical symmetry.//
 * //High figure-ground **contrast** makes graphics clear and text legible.//
 * //Visual clarity creates an effortless experience, which is preferred over experiences that are highly effortful.//
 * //**Less information** is preferred over more information. (But we already knew that.)"//

Here is an interesting take on how to effectively **script for voice overs**, for example "Then let **one anointed editor** read the scripts to smooth out all of the inconsistencies." More details at URL: http://theelearningcoach.com/elearning_design/the-art-of-writing-great-voice-over-scripts/
 * //"When you **write like you speak**, you will naturally use smaller words, a more conversational tone and shorter sentences//."
 * //"When you’re writing for audio, you don’t have much time to lead up to the point. You have to **get there quickly** before you lose your audience."//
 * //**"Tone:** Decide on a tone that will best connect with your audience (conversational, folksy, sophisticated, etc.)"//
 * //**"Person:** whether you’ll be using first, second or third person."//
 * //**"Contractions:** Will you use them or not?"//
 * One reader and recorded voice!**

Here is a synthesis of research that applies 4 functions to **graphics for learning** as in: Often visuals AND text is redundant if the visual says it all! More details at URL: @http://www.usask.ca/education/coursework/skaalid/media/graphics.htm
 * Attentional--can help to remember material
 * Affective--connects to emotions adding motivation, enjoyment and therefore memory (and emotional connection)
 * Cognitive--aids to increased compreension
 * Compensatory--can help recall for poor readers or English/Language learners through picture cues (Not to be too complex here)

Garr Reynolds explains about the importance of: More details at URL: @http://www.garrreynolds.com/Design/basics.html Garr Reynolds is currently Associate Professor of Management at [|Kansai Gaidai University] where he teaches Marketing, Global Marketing and Multimedia Presentation Design.
 * Unity**: //"All elements on a page (or slide, poster, etc.) must look like they belong together... //can be achieved also by using similar items conceptually " So, getting at consistency and stylistic issues. However **Variety** can be positive in that it will grab your attention.
 * Gestalt:** Here the whole effect should 'hang together' to aid in connective-ness, hence the overall message is clear and concise, powerful and memorable.
 * Space:** Don't feel we have to fill it all! Sometimes more space allows for clearer message!
 * Color:** Balance is important, and demonstrating ideas through effective contrast of background etc. Don't overdo the number of colors used. Try to acheive a style set of colors that are used throughout.

Again, much direction and background here on the effective use of all elements for designing with purpose and clarity. For example: > Many more details at URL: @http://www.online.tusc.k12.al.us/tutorials/grdesign/grdesign.htm
 * Use only one or two type styles and vary size or weight for contrast t
 * Use the same color palette throughout.
 * Choose visuals that share a similar color, theme, or shape
 * Line up photographs and text with the same grid lines.
 * Repeat a color, shape, or texture in different areas throughout.

Informative PowerPoint about the effectiveness (or lack of) of animations. Uses CLT to explain how animations could be more effective in educational settings. Lots of good points to support our research.

This article is worth a glance (it's a bit dated):

[|http://www.journalism.wisc.edu/~dshah/blog-club/Site/Sundar.pdf]

Use of iPads with Autism-news item Feb. 8th @http://www.stamfordadvocate.com/local/article/iPads-provide-needed-tool-for-Stamford-autistic-1001751.php

This one is definitely worth a look:

[|http://eric.ed.gov:80/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED471348&ERICExtSearch_SearchType_0=no&accno=ED471348]

Article on video segment length:

[|http://eric.ed.gov:80/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED348036&ERICExtSearch_SearchType_0=no&accno=ED348036]

Memory recall:

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"New instruction updating depends on forgetting old instructions" (p. 232) "After initial encoding of new instructions, a user will operate optimally if she allows those instructions to slowly decay from memory." (p. 232) "Within dynamic task environments, if users do not have enough time to pay attention to an update and do not have enough time to let a previous task item fade from memory, situation awareness can degrade catastrophically." (p. 233) "A user cannot attend to a future behaviour if the previous task is still requiring attentional resources in short-term memory." (p. 233)

Episodic memory:

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"In episodes experienced by humans, visual information is usually most salient." (p. 1396)

"Only a tiny fraction of experienced episodes are put into long-term memory storage and, even with those that are, only a small proportion of the experienced episode is later retrievable." (p. 1398)

"The strength of episodic memories varies greatly. Some of this variation will relate to the richness and coherence of the original representation..." (p. 1398)

Alertbox:

Nielsen states, "the main guideline for producing website video is to keep it short. Typically, Web videos should be less than a minute long."
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Lots of good information regarding the appropriate use of animations - questions their benefit over the use of static images an provides suggestions for the effective use of animations:

Lowe, R.K. (2004). Animation and learning: Value for money? In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), //Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference// (pp. 558-561). Perth, 5-8 December. []

Key quotes from the Lowe article:

"For example, if the animation presents a complex set of information very rapidly, the learner may be overwhelmed by the flux of information and so be unable to keep pace with its delivery. There is a mismatch between the way in which the animation delivers information on one hand, and the learner's capacity to process it effectively on the other."

Consider this animation teaching subtraction with regrouping:

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