10: INTERACTIVE MULTIMEDIA

FOR FACILITATING LEARNING

MMP3013
OUTLINE
General features of software for learning
Learner control of program
Method of control
Mode of presentations
Tutorials
General features of software for
learning
Introduction of a Program
Title page

Directions

User identification

Title Page
What program you are about to use

What the program is about

Attract attention and create receptive attitude

Inform the authors or publishers name and contact info

Provide copyright info

Provide escape if you realize you come to wrong place

General features of software for
learning
Recommendation for Title Page
Always provide title page or splash screen
Make the page clever and interesting but short
If include movies, music, animation, allow users to skip them by
clicking mouse or keyboard
A title page should not disappear after a fixed numbers of seconds.
Users should decide.
Make it absolutely clear how to continue the program
Always include a title, author or owner name, copyright date, and
button to exit
Provide credit if they are short, longer credit should be in separate
page
Do not put menu, directions or content to be learned on a title page.
 General features of software for
learning
Directions
Not all users need them, (first time or repeat users )

Design could be complex depends on

what to include,
when to provide them,
who is viewing them,
and how much detail to give
Do not include basic directions except for novice users.

Many started with click mouse or press ENTER

Include information specific to program (pull down menus/buttons)

Simple and self-evident, freedom to decide when using movies, audio,

video, interaction
Easy to skip or exit direction
General features of software for
learning
User Identificaton
Only include an identification page if you are going to use
the identification
Keep the amount of typing to a minimum

Make the entry procedure self-evident and avoid length

directions
Allow users to correct their identification in the event of
typographical errors
If secret identification information(password) is entered, it
should not appear on screen
If you wish to encourage collaborative learning, allow for
multiple names or IDs to be entered.
Learner Control of a Program
What and how much control to provide.
Most important concern sequence (forward, backward, next,
previous) and pace (speed/slow)
Also concern about content difficulty and learning strategies
Always permit learner control of forward progression
Do not used timed pauses used users clicks or press key
Allow users to review
Allow temporary termination of program (can end and
return later)
Provide consistent global control available everywhere in
program
 Learner Control of a Program
In movies, animations, audio, allow to pause, repeat, play skip.
Give adults more control then children
Give more content experiences users, greater control than
novices.
Know your users and provide controls appropriate for their
needs.
Base learner controls on content. More learner control for
problem-solving and higher order thinking skills and more
program control for procedural learning. Mastery of content
and simpler skills
If performance is poor, restrict learner control or give learner
advice of better use of the controls
Methods of Control
Buttons
Menus
Hyperlinks
Mouse control
Keyboard control
Speech control
 Methods of Control
Buttons
Popular and user-friendly, labels with words or pictures (Icon)

Best for limited number of local control-current display and its

content
Visible and can remind learners of action

Can take up space and distracting other screen element

Used small number of local controls if wanted to create

global controls (used menus)
Function of button should be clear.

Used rollover actions to provide additional info

Provide confirmation action by pressing the button (change

color, button become bigger)
Methods of Control
Menus
Provide menus more for adults than children

Menus always accessible, include options to return to direction or

exit program.
Use progressive menu to provide reviewing not skipping.

Give full-screen menu a good header name

Give advice and progress information on menu.

Keep choices in menu simples and few in numbers

Hierarchical menus, keep the levels few in numbers

Complex programs structures, provide map, block diagram or

flowchart
Use full-screen or frame menus for programs with simple structure

Use pull-down menu or pop-up menu with complex structure

Methods of Control
Hyperlinks
Avoid invisible hyperlinks except for expert users
Balance text hyperlinks with readability of text (turn on/off
colors of hyperlink)
Make sure text highlighting techniques are not confusing
with hyperlinks
Use cursor change, rollovers and confirmation with
hyperlinks-like button
Avoid used hyperlinks for global controls (exit, next-
previous)
Speech control
Provide greater control and becomes popular.
Methods of Control
Mouse control
Pointing is accurate, reliable, easy to learn and use.
Good for novice users and nonreaders/nontypists.

Keyboard control
Used for secondary mode of control
Preferred by touch typists and expert users because they
feel mouse ctrl slower and tire-some.
Disadvantage: difficult to implement rollovers and
confirmation.
Also involve longer type commands (word/phrase)
searching keywords
Recommendations for user control
Mouse as primary and keyboard as secondary mode of ctrl.
Use button for local control & very frequent action
Use menu for global control and selection program selection
Use hyperlinks in hypertext and web and meaning of a word
Strive for ctrl methods obvious and easy to use
Use cursor change, rollovers & confirmation when possible
Position, appearance, function ctrl consistent.
Design amount, method & mode of cntrl based on user/content
Control & direction visible when activated, fade/erase inactive
Collect data how frequent user use the control features. Which
easy or difficult to use/understand
 Presentation of Information
Consistency
Putcontrol options (mouse button on bottom display)
Use consistent prompt responses Type you answer here

Start new display for a change in topic and label it

Provide actions instruction (Click next to continue)

Use consistent keypress/buttons for frequent action ENTER

Use consistent margin and paragraph conventions

Modes of Presentation
Text
When combine text and graphic, enclose text in box.
Used of scrolling text : good for user with disabilities
but sometimes user will ignore content.
Text Quality :
Leanness : just enough explanation
Transitions : maintain clear flow of ideas
Clarity : consistent use of terminology
Reading level : suitable to level of user
Mechanics : correct grammar, spelling, punctuations
 Modes of Presentation
Graphics and Animation
Consider purpose of information and type of graphics.

Primary uses of graphics :

As primary foundation : more visual content & more present

As analogies or mnemonics : for concept difficult to
remember
As organizers : maps, flowchart, timelines, charts
As cues : focus on important information.
Types of graphic information

Simple line drawings Diagrams

Schematics
Photographs
3D images
Artistic drawings
Animated images
 Modes of Presentation
Video
Use it for important information for demonstrating and
modelling.
Keep video presentation short.

Consider the great expenses of video production.

Provide user controls during video

Sound
Use speech for getting attention, direction

Provide text and speech for users have difficulty reading text.

Use audio for appropriate content areas

Allow user control of audio (pause, play, repeat, skip, volume)

Audio in high quality

Modes of Presentation
Color
Use color for emphasis and indicate differences.
Ensure good contrast between foreground and
background
Use few color coding and allow user to control it

Consistent in use of color

Test on noncolor display for user with vision deficiency

Balance learner affect and learning effectiveness when

using color.
 Modes of Presentation
Providing help
Provide information depends on purpose and methodology.

Based on context-specific help

Allow return to direction all times and display help buttons/menu

Provide help in print manual for starting the program.

End program
Provide ability to exit anywhere in program

Temporarily exit available

Safety net to rescind request to exit

Closing credit with user control

Final message user is leaving

Return to appropriate place after quit

Tutorial
Should contain presentation and guidance.
Categorized:
Introductionto tutorials
Questions and responses

Judgement of responses

Feedback about responses

Remediation

Organization and sequence of program segments

Learner control
Tutorial

INTRODUCTORY PRESENT QUESTION AND

SECTION INFORMATION RESPONSE

FEEDBACK OR
CLOSING JUDGE RESPONSE
REMEDIATION
Tutorial
Introduction to tutorials Types of questions
Presentation of Alternate-response

objectives Multiple choice

Marking
Stimulating prior
True-false
knowledge
Matching
pretesting
Constructed-response
Questions and responses Essay
The function of questions Completion

Frequency of questions Short answers

Tutorial
Judgement of Response types
responses Single-selection : multiple-
choice Q
Process evaluating Multiple-selection : marking
response to give Numeric : arithmetic
feedback problem
Types of judgements Single-string: word
Multiple-string: phrase
Response is correct
sentences
Response contain
Numeric-plus-string: physic
expected or unexpected problem (35 meters)
error
Dragging and drawing
Response partly correct
An essay
Response neither right or
wrong
Tutorial
Feedback about responses
Feedback following format errors
Feedback following correct responses
Feedback following neutral responses
Feedback following content errors

Positive and corrective feedback

Timing of feedback
Types of feedback
Text, graphic, audio, video feedback
Error-contingent feedback
Tutorial
Error-contingent feedback

How much is 10 times 5

Answers > 15

How much is 10 times 5 You are adding. Times means multiply.

Answers > 15 Try again

Incorrect. Try again

How much is 10 times 5
Answers > 5

No, you are subtracting. Times means

multiply.
Try again
 Tutorial
Remediation Linear tutorial
Repeat information Hierarchical sequence
already seen with more
Familiarity and
examples, pictures, sample
problems difficulty
Organization and sequence Branching tutorials
of program segments Amount of branching
Type of information Criteria of branching
organization
Direction of branching
Verbal information
Concepts
Rules and principles
skills
Tutorial
Linear tutorial Start
Title page
Title page
Directions
Directions Branching tutorial
What is glacier
Menu
First question
Student
Exit
Second question choice

How glaciers How glaciers

What is glacier
are formed are formed

First question First question

Question

Second question Second question

Tutorial
Learner control in tutorial
Paging
Page control should always be obvious and easy
Consistent in position and method
Help Page
Asking for answers
Require at least 1 try before give hint
Provide feedback based on percentage of interaction and
correctly answers
Keep track number of times answers requested and give
advice if users ask for answers frequently.
What we have learn?
General features for software learning
Type of method of control
Judgement of responses
Feedback of responses.