tag:blogger.com,1999:blog-21077063.post2884778220242860488..comments2024-02-16T08:32:46.618+00:00Comments on Donald Clark Plan B: MOOC on Human-Computer Interaction: videos have 7 fails in HCIDonald Clarkhttp://www.blogger.com/profile/00796341486328270474noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-21077063.post-10076377252755382452013-06-05T07:43:03.844+00:002013-06-05T07:43:03.844+00:00Would be interesting to see soem 'good' ex...Would be interesting to see soem 'good' examplesAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-21077063.post-3643917702821611252013-05-21T09:07:52.837+00:002013-05-21T09:07:52.837+00:00Rene - the study, I think, was clear "Larger ...Rene - the study, I think, was clear "Larger screens mean more arousal, stronger memories, and more positive evaluations of the content they displayed". The point you refer to comes up in the general discussion at the end of the paper and concerns distractive arousal, such as high action images of roller coasters that detract from learning, say about gravity. This is a point that Mayer tested and confirmed. Note that Nass & Reeves are NOT saying that arousal is BAD. In fact they correlate arousal with retention. In the case of the Coursera course, there is no fast action distraction. The 4.5% of the screen video is small and does not arouse in the first place - confirming their study.<br />The Mayer research confirms this. What the Coursera course does on screen is present the SAME competing objects on the SAME screen in two different modes - text/audio. Their research confirmed that this impairs learning. We are not talking about roller-coasters here - but about the presentation of knowledge aimed at semantic memory. I think, in the end you, I, Nass, Reeves and Mayer all agree - media rich does not mean mind rich, but media poor often means mind poor.Donald Clarkhttps://www.blogger.com/profile/00796341486328270474noreply@blogger.comtag:blogger.com,1999:blog-21077063.post-83120593431094743552013-05-21T08:42:40.491+00:002013-05-21T08:42:40.491+00:00Gingerbox
Couldn't agree more. Neilsen was fam...Gingerbox<br />Couldn't agree more. Neilsen was famous for not eating his own dogfood. However, in a course on HCI, where usability affectes learning and retention it is astonishing that they break so many rules. The problem is that academics rarely have sufficient knowledge of the psychology of learning, especially online learning. There is a culture of letting the academics do the learning design. They are different disciplines. This is a general problem for MOOCs. I do think that Udacity are ahead of Coursera and edX on this, but all need to improve.Donald Clarkhttps://www.blogger.com/profile/00796341486328270474noreply@blogger.comtag:blogger.com,1999:blog-21077063.post-60150553647473487062013-05-21T08:08:13.481+00:002013-05-21T08:08:13.481+00:00I was going to say that it appears those who lectu...I was going to say that it appears those who lecture on HCI don't heed their own words. When I was lecturing in that discipline and referred my learners to Neilsen's site for research it was the opposite of what he talked about. Two column layout, awful font choices, navigation could be disorienting.....<br />I've just checked this out again and at last he seems to be practising what he preaches a bit more. However he still goes for the two column layout. Anyone who has done anything about accessibility should know this is a no no for screen readers.<br />Its a case of physician heal thyself. We know the rules of HCI so we can ignore them!<br />gingerbloxhttps://www.blogger.com/profile/04756404249913882532noreply@blogger.comtag:blogger.com,1999:blog-21077063.post-41256173882691719842013-05-21T05:19:34.609+00:002013-05-21T05:19:34.609+00:00Hi Donald,
You might want to give The Media Equat...Hi Donald,<br /><br />You might want to give The Media Equation's chapter on screen size another read. The section on 'Big Screens and Education' (p. 200-201) clearly states that "there are some good arguments against big pictures. One is that too much arousal can be counter-productive in learning. It is quite possible for emotional experiences to distract."<br /><br />Mather (2007) reviews the two opposing hypotheses that arousal enhances or impairs binding in memory and presents a framework that facilitates predictions of whether an arousing object will enhance or impair memory-binding. <br />Mather (2007, pp. 44-45) clarifies that "arousal associated with an object elicits focused attention that enhances within-object binding, making it easier to later remember which features (such as color and location) were associated with that object. But that focused attention does not benefit binding of the arousing object with other objects or with contextual features and sometimes even impairs it."<br />Given that learning requires the formation of connections between new objects and existing ones, this raises a serious issues with simplistic claims about the association between attention and learning.<br /><br />Reeves and Nass raise this issue in their physics lecture/roller coaster analogy (p. 200).<br /><br />- Rene<br /><br />For your reference:<br />Mather, M. (2007). Emotional Arousal and Memory Binding: An Object-Based Framework. Perspectives on Psychological Science, 2(1), 33–52. doi:10.1111/j.1745-6916.2007.00028.xRene Kizilcechttp://rene.kizilcec.com/noreply@blogger.com