A Theory-to-Practice Approach for Teaching Science with Animations
A number of research-based guidelines have been formulated by educational psychologists to guide the designer,teacher and learner regarding the layout,presentation and self-regulation of transient information.How to apply these multimedia learning principles in a considered and creative manner when teaching or learning with dynamic information in a regular classroom situation? This article presents a practical guide to dealing with some of the key issues,such as split attention,signaling,segmentation and strategic learner-control.The overall objective for teachers and learners being to organize the pacing and sequencing of the dynamic information so as to optimally align with the students level of prior knowledge and cognitive processing ability.
multimedia animations video guidelines cognition
George Hatsidimitris
School of Physics, University of New South Wales, Sydney, Australia
国内会议
北京
英文
470-473
2013-05-27（万方平台首次上网日期，不代表论文的发表时间）