Measuring the Impact of Multimedia Design on Situational Interest of Learners
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Maintaining and increasing intrinsic motivation in multimedia learning environments is a challenge. Although there are design principles to provide guidance, there remains a question of how to measure the impact on learner interest. The current study examined the application of situational interest theory and proposes a modified survey adapted from the Situational Interest Survey to use in evaluating the effects of multimedia design on the interest of learners. Talking points of roundtable presentation at #AECT13
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principles. Thus, you can design multimedia lessons that are conducive to learning.
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From death by PowerPoint to engaging Captivate: Lessons learned when implemen...Tonia A. Dousay
?
Existing instructional materials often create a host of challenges for even the seasoned multimedia developer. In this case, the project involved taking a text-heavy PowerPoint presentation and converting it for use in a research study evaluating the design principles of modality and redundancy. From storyboard concept to Captivate project, lessons learned included how to incorporate animation, narration, and text in varying degrees without compromising the quality of the design.
Presentation at #AECT13.Final Dissertation Defense
Final Dissertation DefenseTonia A. Dousay
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1) The document discusses how different multimedia design principles like modality, redundancy, and segmenting can affect the situational interest of adult learners.
2) An experiment tested the effects of modality (narration vs text) and redundancy (repeating information) on triggered and maintained situational interest. Modality and redundancy had a significant effect on triggered and maintained interest.
3) Analysis of variance tests found that multimedia design had a significant effect on triggered and maintained interest but not on learner achievement. Combining narration and text led to the highest maintained interest levels.Making Design Interesting
Making Design InterestingTonia A. Dousay
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The document discusses situational interest and its implications for multimedia design. It defines situational interest as triggered by enjoyable and meaningful content, which can then develop into individual interest. The author presents an animation-narration-text model to engage and maintain learner interest through multimedia that combines these elements.Effect of Multimedia Design Principles on Situational Interest of Adult Learners
Effect of Multimedia Design Principles on Situational Interest of Adult LearnersTonia A. Dousay
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This document discusses a research study that examined the effect of multimedia design principles on situational interest for adult learners. The study tested three different training designs: one that adhered to the modality principle, one that adhered to the redundancy principle, and one that adhered to both principles. The training was presented to 48 emergency medical personnel participants. Data on situational interest and test scores was collected and analyzed using reliability testing, factor analysis, and ANOVA to compare the different training design groups. The results included recommendations to improve the study design.Presenting Research Findings with Visuals
Presenting Research Findings with VisualsTonia A. Dousay
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This document provides guidance on presenting research findings visually. It discusses using visuals like apps, fonts, clear visual hierarchies, chronological ordering of pictures and stating associated theories, principles, and guidelines. It also covers Mayer's principles of multimedia learning, examples of good and bad visuals, creating visuals for research presentations, using tables and figures, and other mode-specific guidelines for creating effective visual presentations. The overall document aims to help researchers design strong visual aids to accompany their presentations of research findings.Graphical Presentation & Deception
Graphical Presentation & DeceptionTonia A. Dousay
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The document outlines an agenda for a series of weekly workshops on graphical presentation and deception. The upcoming week's workshop focuses on graphical deception and using visuals like Visual DNA and PowerPoint. It includes activities to refresh memories on theories and models, revise guidelines for one slide, and analyze portfolio examples. Later workshops will cover presenting research findings visually and building a portfolio.Research & Scholars in Information Design
Research & Scholars in Information DesignTonia A. Dousay
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This document summarizes key principles and theories related to information design and multimedia learning. It discusses principles for design considerations including selection, organization, and integration. Gestalt principles of perception and theories of constructivism are examined. Design strategies of congruent and incongruent information are also presented. Several learning theories and principles are outlined, including those related to motivation, psychomotor skills, concept learning, and attitude change. Prominent learning theorists and their information processing and memory models are also mentioned. The document concludes by asking about the future direction of information design research.Types of Visuals
Types of VisualsTonia A. Dousay
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The document discusses various frameworks for categorizing visuals based on their function and design. It outlines categories proposed by Levin, Alesandrini, Saunders, Braden, Rieber, and Clark, Lyons, and Hoover. The frameworks group visuals based on representational qualities, content, composition, medium, semiotics, and how they support learning. The document also provides examples of four key categories - decorative, representational, analogical, and organizational visuals - and discusses their pros, cons, and uses in instructional design.History of Information Design
History of Information DesignTonia A. Dousay
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The document traces the history of information design from illuminated manuscripts created in monasteries in the Middle Ages to the emergence of new forms of media and information design in the 20th century influenced by developments like the printing press, television, and the internet. Key developments discussed include the creation of illuminated manuscripts like the Book of Kells, the establishment of universities in Europe, early printed books, innovations in scientific illustration like Galileo's drawings of the moon, early educational texts with illustrations like Orbis Sensualium Pictus, and the rise of educational television and internet-based instructional design in the late 20th century.Information Design
Information DesignTonia A. Dousay
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This document appears to be a syllabus for an information design course taught in the spring of 2012. It introduces the course, discusses critiquing images, and provides an overview of assignments where students will critique examples of information design. The document is divided into sections covering introductions, assignments, and critiquing images.EDIT 9990 Course Introduction & Overview
EDIT 9990 Course Introduction & OverviewTonia A. Dousay
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This document provides an overview of the EDIT 9990: Information Design course taught in spring 2012. It includes the course agenda, map, topics, readings, assignments, and contact information for the instructor and co-instructors. The course focuses on applying principles of visual design, communication theory, and psychology of learning to create effective information messages and visual representations of data. Major assignments include a research article critique, portfolio, and proposed research study applying information design concepts.Americans with Disabilities Act (ADA): Implications for Information Design
Americans with Disabilities Act (ADA): Implications for Information DesignTonia A. Dousay
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The document discusses the Americans with Disabilities Act (ADA) and its implications for information design. It provides background on the ADA and disabilities affecting learners. When designing instructional messages, universal design principles should be employed to accommodate all students' needs as required by the ADA, such as including text alternatives for images and ensuring readable font size and color contrast. Examples demonstrate violations of ADA guidelines and best practices for inclusive design.Anatomy Review and S.A.L.T.? OveRview
Anatomy Review and S.A.L.T.? OveRviewTonia A. Dousay
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This document provides an overview and objectives for a training on anatomy of the upper and lower airways, ventilation, respiration, and use of the S.A.L.T.TM device. It describes the S.A.L.T.TM as a single-use oropharyngeal airway that can facilitate blind intubation and reduce accidental extubation. It also lists the standing medical order for use of the S.A.L.T.TM device, which allows its use after two unsuccessful intubation attempts to help guide placement of an endotracheal tube.Anatomy Review and S.A.L.T.? OveRvieW
Anatomy Review and S.A.L.T.? OveRvieWTonia A. Dousay
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This document provides an overview and objectives for a training on anatomy of the upper and lower airways, ventilation, respiration, and use of the S.A.L.T.TM device. It describes the S.A.L.T.TM as a single-use oropharyngeal airway that can facilitate blind intubation and reduce accidental extubation. It also lists the standing medical order for use of the S.A.L.T.TM device, which allows its use after two unsuccessful intubation attempts to help guide placement of an endotracheal tube.Anatomy Review and S.A.L.T.? Overview
Anatomy Review and S.A.L.T.? OverviewTonia A. Dousay
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This document provides an overview of respiratory anatomy and physiology, including the upper and lower airways. It defines key terminology and describes the structures and functions of the nose, pharynx, larynx, trachea, bronchi, bronchioles, alveoli and related components. It also explains the processes of ventilation, which is the mechanical movement of air into and out of the body, and respiration, which encompasses gas exchange and transport through the body. Additionally, it introduces the S.A.L.T. device and provides learning objectives about demonstrating and explaining its use.Evaluating & Analyzing the Phases of ADDIE
Evaluating & Analyzing the Phases of ADDIETonia A. Dousay
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This document discusses the phases of the ADDIE model for instructional design: Analyze, Design, Develop, Implement, and Evaluate. It provides details on the steps and processes involved in each phase, including performing needs assessments, creating task inventories and objectives, developing instructional strategies, implementing materials, and conducting summative evaluations. References are also provided to support the concepts and approaches described for each phase.LMS vs CMS: A Summary
LMS vs CMS: A SummaryTonia A. Dousay
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This very brief summary was prepared for UGA's Fanning Institute to simply the basics of a learning management system vs. a content management system and note that many learning platforms are now LCMSs.The Cognitive Theory of Multimedia Learning
The Cognitive Theory of Multimedia LearningTonia A. Dousay
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Presentation overviewing the Cognitive Theory of Multimedia Learning and implications for future research.Cognitive Theory of Multimedia Learning
Cognitive Theory of Multimedia LearningTonia A. Dousay
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The document discusses the Cognitive Theory of Multimedia Learning (CTML). It provides an overview of CTML and lists some of its major researchers like Richard Mayer and Roxana Moreno. It also mentions some significant studies conducted within the CTML framework and lists basic principles of CTML such as split-attention and modality effects as well as more advanced principles involving things like guided discovery, worked examples, and prior knowledge.Building Blocks of eLearning: Aligning Objectives with Engaging Activities
Building Blocks of eLearning: Aligning Objectives with Engaging ActivitiesTonia A. Dousay
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The document discusses aligning learning objectives with engaging activities for e-learning. It introduces Bloom's Taxonomy as a framework for classifying learning objectives according to their cognitive complexity and mapping them to appropriate activities. The presentation provides examples of mapping low-level objectives like factual remembering to simple activities, and higher-level objectives involving analysis or evaluation to more complex problem-solving activities. It emphasizes the importance of including context, challenge, interactivity, and feedback in e-learning activities to maximize engagement and learning outcomes.Recently uploaded (20)
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APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APM¡¯s Thames Valley Regional Network and also speaks to members of APM¡¯s PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMO¡¯s within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
How to Configure Flexible Working Schedule in Odoo 18 Employee
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APM People Interest Network Conference - Tim Lyons - The neurological levels ...Association for Project Management
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APM People Interest Network Conference 2025
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team-working: Harmony and tensions
With a background in projects spanning more than 40 years, Tim Lyons specialised in the delivery of large, complex, multi-disciplinary programmes for clients including Crossrail, Network Rail, ExxonMobil, Siemens and in patent development. His first career was in broadcasting, where he designed and built commercial radio station studios in Manchester, Cardiff and Bristol, also working as a presenter and programme producer. Tim now writes and presents extensively on matters relating to the human and neurological aspects of projects, including communication, ethics and coaching. He holds a Master¡¯s degree in NLP, is an NLP Master Practitioner and International Coach. He is the Deputy Lead for APM¡¯s People Interest Network.
Session | The Neurological Levels of Team-working: Harmony and Tensions
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Principle and Practices of Animal Breeding Full Note
|| Assistant Professor Boby Basnet ||IAAS || AFU || PU || FUAPM People Interest Network Conference - Tim Lyons - The neurological levels ...
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Kaun TALHA quiz Prelims - El Dorado 2025
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Rass MELAI : an Internet MELA Quiz Finals - El Dorado 2025
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Measuring the Impact of Multimedia Design on Situational Interest of Learners
- 1. Measuring the Impact of Multimedia Design on Situational Interest of Learners Study ? ? ? ? SIS-MM Situational Interest: how the immediate environment influences your interest 1. The multimedia presentation was interesting. 2. The multimedia presentation grabbed my attention. Two types: Triggered (initiating, enjoyable) & Maintained (prolonged, meaningful) 3. The multimedia presentation was often entertaining. 4. The multimedia presentation was so exciting, it was easy to pay attention. 5. What I learned in the multimedia presentation is fascinating to me. 6. I am excited about what I learned in the multimedia presentation. Context: Online continuing education training for emergency medical personnel Impact: Combination of Redundancy & Modality had the most impact on SI ? AN: 3.147 (SI-T), 3.43 (SI-M) 7. I like what I learned in the multimedia presentation. ? AT: 3.732 (SI-T), 3.815 (SI-M) 8. I found the multimedia presentation interesting. 9. What I studied in the multimedia presentation is useful for me to know. 10. The things I studied in the multimedia presentation are important to me. 11. What I learned in the multimedia presentation can be applied to my job. 12. I learned valuable things in the multimedia presentation. ? ? ANT: 3.628 (SI-T), 3.973 (SI-M) Implications ? Repetition studies ? Relationship between combining principles ? Influence of segmenting ? Variance of pretest format Tonia A. Dousay, Ph.D. Instructional Technology University of Wyoming tdousay@uwyo.edu http://www.uwyo.edu/profstudies/instech/ 1