Structuring Information Interfaces for Procedural Learning

TL;DR: A theory according to which the perception of boundaries between events arises from ongoing perceptual processing and regulates attention and memory is proposed.

TL;DR: People make sense of continuous streams of observed behavior in part by segmenting them into events, and the parsing of ongoing activity into events is related to the updating of working memory, the contents of long-term memory, and to the learning of new procedures.

TL;DR: The results derived from fitting the structural equation model on the sample indicated that behavioral intention was significantly influenced by both perceived usefulness and user satisfaction, and suggest that YouTube may augment its function as a common channel for procedural learning and instruction.

TL;DR: Results support the static media hypothesis, in which static illustrations with printed text reduce extraneous processing and promote germane processing as compared with narrated animations.

TL;DR: This book discussesMeta-Theoretical Issues and Perspectives, a meta-theoreticalPrinciples of Representation, and its Applications, a Practical Guide to Bilingual Cognitive Representation.

TL;DR: In this paper, the authors argue that even the smartest among us can feel inept as we fail to figure our which light switch or oven burner to turn on, or whether to push, pull, or slide a door.

TL;DR: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers.

Abstract: Multimedia (as used in this book) refers to the presentation of material using both words and pictures. The case for multimedia rests in the premise that learners can better understand an explanation when it is presented in words and pictures than when it is presented in words alone. Multimedia messages can be described in terms of the delivery media (e.g., amplified speaker and computer screen), presentation mode (e.g., words and pictures), or sensory modalities (e.g., auditory and visual). The process of multimedia learning can be viewed as information acquisition (in which multimedia messages are information delivery vehicles) or as knowledge construction (in which multimedia messages are aids to sense making). Three possible learning outcomes are no learning (as indicated by poor retention and poor transfer performance), rote learning (as indicated by good retention and poor retention performance), and meaningful learning (as indicated by good retention and transfer performance). Meaningful learning outcomes depend on the cognitive activity of the learner during learning rather than on the learner's behavioral activity during learning . WHAT IS MULTIMEDIA? The term multimedia means different things to different people. For some people, multimedia means that a person sits at a computer terminal and receives a presentation consisting of on-screen text, on-screen graphics or animation, and sounds coming from the computer's speakers – as with an on-line multimedia encyclopedia. For some people, multimedia means a “live” presentation in which a group of people seated in a room views images presented on one or more screens and hears music or other sounds presented via speakers.