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1.
This research looked into the effect of how cognitive development toward imagery is formed through visual perception by means of a quantitative questionnaire. The main variable was the difference between the learning backgrounds of the interviewees. A two-way ANOVA mixed design was the statistical method used for the analysis of the 2 × 4 (2 by 4) study design. The analysis on the main effect was conducted, and a significant difference was also shown in the result. First, the two variables of student learning background and imagery cognitive development interact with one another. Second, there is a significant difference in students’ learning backgrounds. The cognitive level between the two was visibly apparent. Last, the four aspects that made up the visual perception all showed significant difference. Therefore, cognitive development will be affected by lifestyle, personal preferences, interests, and biological conditions which will have different levels of influence on visual perception. 相似文献
2.
Seven-month-old infants' perception of positive (happy, interested) and negative (angry, sad) affective expressions was investigated using a preferential looking procedure (n = 20 in each of 6 conditions). The infants saw two videotaped facial expressions and heard a single vocal expression concordant with one of the facial expressions. The voice on the soundtrack was played 5 s out of synchrony with the ongoing affective visual display. Infants participated in one of six conditions (all possible pairs of the four expressive events). Infants' visual fixations to the affectively concordant and affectively discordant displays were recorded. Infants looked longer at the affectively concordant displays than at the affectively discordant displays in all conditions except the happy/sad and interested/sad conditions. For these two comparisons, facial discrimination was demonstrated by the infants' preferential looking at happy and interested expressions compared to the sad expression. Thus, 7-month-old infants discriminate among happy, interested, angry, and sad expressions, demonstrating differentiation among specific, dynamic expressions. The results are discussed in terms of the information specifying facial and vocal affect and the possible role of familiarity in learning to differentiate among affective expressions during infancy. 相似文献
3.
Numerous studies were conducted to investigate how recipients are affected by the miscellaneous characters in multimedia. However, there is a lack of research concerning the connection between parasocial processes and learning performances. This study aims to investigate the influence of addressing (as a social encounter of parasocial interaction) on learning performance in an educational video. Addressing was operationalized by manipulating proximity (near vs. far) and orientation (frontal, vs. lateral) of a presented lecturer. We conducted an experiment with 88 participants who were randomly assigned to one of the four experimental groups. Results revealed a large significant orientation effect for retention performance with higher learning outcomes for frontal orientation. Proximity did not significantly influence learning outcomes. Results were interpreted suggesting perceived parasocial interaction which was enhanced in the frontal condition. Parasocial interaction might lead to deeper cognitive processing and affective states which are beneficial for learning. The findings of this study show that learning is fostered by personae in educational learning environments by giving learners the impression to be addressed directly through eye contact. 相似文献
4.
《TechTrends》2010,54(3):27-37
Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game developers may know little about training, education and instructional design. In this three part series of articles, four recognized and emerging experts in instructional game design discuss their perspectives on preparing instructional designers to optimize game-based learning. In Part I, we set the context for the series of articles and one of four faculty members who teach a graduate level course on game design discusses what he believes instructional designers should know about instructional game design based on his experiences. Part II will present alternative perspectives from two additional faculty members who teach courses in instructional game design, and Part III will present a fourth perspective along with conclusion that compares the four views. 相似文献
5.
贺文伟 《湘潭师范学院学报(社会科学版)》2004,26(6):125-126
以多角度、多视角寻找文字形式表述的最大可能性,自传统的文字设计重文字内在韵味、重文字书写练习等旧习惯例形式中解放,将文字赋予创意和装饰,使它在视觉上能充分表述并发挥每个字体或文字的内在涵义。使文字在色彩和视觉上看起来更调和,呈现崭新而带有抒情结构并可以获得令人兴奋的视觉效果。 相似文献
6.
Mable B. Kinzie Dolly R. D. Joseph 《Educational technology research and development : ETR & D》2008,56(5-6):643-663
Educators and learning theorists suggest that play is one of the most important venues for learning, and games a useful educational tool. This study considers game activity preferences of middle school-aged children, so that educational games might be made more appealing to them. Based on children’s activity modes identified in our prior research, we developed the Educational Game Preferences Survey, which collects information on children’s preferences for play activity modes, their attitudes about each activity mode, and their preferences for game characters, settings, and forms of help. Survey results suggest the appeal of the Explorative mode of play for all children, especially girls. Gender differences in children’s preferences and attitudes for Active, Strategic, and Creative play modes were also found. We close with recommendations for game design to appeal to both boys and girls, as well as for boys and girls individually, to build engagement and hopefully lead to learning. 相似文献
7.
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video)
games. In general, instructional designers know little about game development, commercial video game developers know little
about training, education and instructional design, and relatively little is understood about how to apply what we know about
teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design
of instructional (digital video) games set the context for this three part series and one of four panelists discussed what
he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010).
In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional
designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four
views. 相似文献
8.
Maria Kordaki 《Education and Information Technologies》2011,16(4):395-421
This paper presents the design, features and pilot evaluation study of a computer card game for the learning of basic aspects
of the binary system (BS) by primary level education pupils. This design was based on modern social and constructivist theories
of learning, in combination with basic game design principles. Pupils are asked to play against the computer with cards featuring
Binary Numbers (BNs). To engage successfully with the game, pupils are provided with opportunities to review their previous
knowledge of the decimal system and, subsequently, to use analogical reasoning to make connections between this knowledge
and basic aspects of the BS. Several scaffolding elements are also provided for the pupils to construct, verify, extend and
generalize their knowledge, at the same time using essential learning competencies. The game was piloted in the field using
real pupils (20 6th Grade pupils) with encouraging results. Finally, an attempt has been made to address essential points
of this game that have contributed to its becoming a successful learning environment. Addressing these points could be useful
for both designers of educational computer games for Computer Science (CS) education and educators in Computing. 相似文献
9.
Rosana Margarida Couceiro Marina Papastergiou Maria Kordaki Ana Isabel Veloso 《Education and Information Technologies》2013,18(3):531-554
This study addresses the learning of Information and Communication Technologies (ICT) concepts by physical education and sport science students through a computer game. Its aims are: (a) the design of the prototype of a computer game aimed at supporting the development of an appropriate mental model about how a computer works by the students, and (b) the evaluation of the impact of the use of this prototype on students as to appeal, basic usability issues and learning outcomes. The most significant elements of the game prototype (narrative, characters, interface, scenarios, puzzles, gameplay) are presented in connection with the constructivist learning principles that guided the game design. A hundred and three (103) physical education and sport science students participated in the evaluation of the game prototype, which was conducted through pretest and posttest written questionnaires that elicited both quantitative and qualitative data. The data analysis showed that the game prototype was well-accepted as an alternative learning tool for ICT, compared to traditional learning tools, and that most game elements elicited average to positive responses from the students. It was also found that the game prototype had a significant positive effect on students’ knowledge regarding the concepts of input, program, output and their interplay, and that it helped certain students overcome their misconceptions and form more scientifically acceptable and elaborate mental conceptions about basic functions of a computer. Future improvements and extensions to the game as well as future research perspectives are discussed on the basis of the findings. 相似文献
10.
This special section focuses on cognitive and affective processes in multimedia learning in a range of learning domains. Expanding previous research that has taken a predominantly cognitive perspective of multimedia learning, recent studies have begun to consider affective aspects of multimedia learning with the aim of integrating emotion, motivation, and other affective variables into cognitive processing models. The articles included in this special section are examples of the various ways in which the cognitive perspective can be enhanced by taking affective aspects of learning into account. Investigations range from the study of confusion as an affective state that can be beneficial to learning, and the consideration of the potential distracting or motivating function of decorative illustrations, to an inquiry into how visual design can induce positive emotions in learners. The results of the studies included in this section are in line with Moreno's Cognitive-Affective Theory of Learning with Media (CATLM; Moreno, 2006) and show how emotion and interest facilitate cognitive processing and improve cognitive and affective outcomes. 相似文献
11.
陈洁 《南通师范学院学报》2008,(5):114-118
汉字图形化在现代平面设计中的应用愈来愈广泛,基于汉字的外在结构形式美感和象形文字独特的视觉语意特征,以汉字图形化设计为主体元素的平面设计具有形简、意美、表现丰富的特点。由汉字的视知图形提升到汉字的感知图形,使汉字不再是单纯的叙述符号,它成为情感依附的载体,强化人为的精神传达,以图形构成的表现力强调、夸张某种情感,从而更完美的为表现设计主题服务,给读者带来强烈而难忘的视觉印象和心理印象。 相似文献
12.
周汝豪 《贵阳学院学报(社会科学版)》2014,(5):132-134
从文字视觉符号的“图形化”与“符号化”特征出发,首先阐述了文字符号与现代标志设计之间的联系,其次通过对现代标志设计实例作品的归纳与分析,从“造型结构”、“表现特征”和“文化意义”三个方面总结归纳了文字视觉符号在现代标志设计中的表现方式,且分别强调了传统汉字和西方文字在标志设计中的特征,进而在竞争日益激烈的全球经济一体化的社会环境下,提出文字视觉符号在标志设计中的新思路。 相似文献
13.
Michael W. Martin 《学校用计算机》2014,31(1-2):23-42
This article details the administration and results of an experiment conducted to assess the impact of three video game design concepts upon learning outcomes. The principles tested include game aesthetics, player choice, and player competition. The experiment participants were asked to play a serious game over the course of a week, and the learning outcomes were measured by comparing their pretest and posttest scores. The results of a one-tailed t test indicated, with a p value of 0.043, that there was a statistically significant effect of the aesthetic presentation of the game upon the learning outcome. There was no indication of a significant effect by the player choice or player competition conditions, but the results from these experiment groups point to some potentially interesting interactions between the conditions and learning, as well as possible future lines of experimental inquiry. 相似文献
14.
刘大力 《南昌教育学院学报》2013,(8):132-133
新课标侧重于对学生信息素养的培养和学生的学习能力的激发,游戏化教学顺应了新课标的这一要求,作为一种新型的教学方式它也备受广大师生的青睐,这种教学方式可以激发小学生的学习兴趣,培养学生的独立思考能力和对问题的探究能力。文章首先讲述了游戏化教学的必要性,其次讲述了游戏化教学的设计要求和基本的游戏设计,最后以具体的案例的形式展现了游戏化教学的优点和具体的教学效果。 相似文献
15.
随着信息技术的发展,多媒体与网络化教学成为现代教育的主流。多媒体教学中学习材料的情绪因素受到研究者越来越多的关注。国内外学者已开展了大量实验与准实验研究,探索在使用颜色、形状、拟人化等多种视觉元素设计的学习材料中,视觉情绪因素对学习者学习效果的影响,结论尚存争议。研究采用元分析方法,对二十年来国内外有关视觉情绪设计影响学习效果的31篇文献进行梳理与分析,并进一步从学习材料呈现步调、学习者学段和实验时长三个调节变量的影响维度进行深入探讨。研究发现:整体而言,视觉情绪设计能够促进反映学习者学习效果的保持成绩、理解成绩和迁移成绩的提高;不同呈现步调、学习者学段和实验时长对学习者学习效果的调节作用组间差异不显著。研究得到的启示:多媒体学习材料中使用饱和、高亮暖色、图片及拟人化设计,对于多媒体学习认知过程和学习效果有益。最后,在深入阅读文献的基础上,指出多媒体学习情绪设计研究中存在的问题及进一步研究的方向。 相似文献
16.
Ondřej Javora Tereza Hannemann Tereza Stárková Kristina Volná Cyril Brom 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1942-1960
Little is known about what design elements in digital learning games enhance learning; especially in the case of child audiences. This study examines the effects of a learning game’s visual design on perceived attractiveness and learning outcomes. We developed two visual designs for the game: one with supposedly high esthetic value and another with a low esthetic value. Participants (children between 9 and 11 years of age, N = 53) were randomly divided into two groups. Each group interacted with their assigned version for about 20 minutes and then evaluated its visual attractiveness without knowing about the other version. Then, they evaluated the attractiveness of the complementary version. As the next step, they evaluated both versions side-by-side. During the free-choice period, children could continue playing one of the game versions or a different game. They clearly preferred the high esthetic version in evaluations (d > 0.86) and in the free-choice period (62% preferred the high esthetic version of the target game), but this did not improve their learning outcomes (comprehension: d = –0.59; transfer: d = –0.16). Possible explanations of this effect are discussed in terms of cognitive load theory and cognitive-affective theory of learning from media. 相似文献
17.
Visual analytics combines automated data analysis and human intelligence through visualisation techniques to address the complexity of current real-world problems. This review uses the lens of visual analytics to examine four dimensions of visual representations for analysing collaborative discourse: goals, data sources, visualisation designs, and analytical techniques based on 89 studies. We found visual analysis approaches to be suitable and advantageous for decomposing the temporality of collaborative discourse. However, it has been challenging for current research to simultaneously consider learning theories and follow visualisation design principles when adopting visualisations to analyse collaborative discourse. At the same time, existing visual analysis approaches have mainly targeted learners or researchers in online contexts and mainly focused on mirroring collaborative discourse rather than providing advanced affordances such as alerting or advising. Informed by these findings, we propose a possible future research agenda and offer suggestions for the features of successful collaboration to guide the design of advanced affordances. 相似文献
18.
We used a false-biofeedback methodology to manipulate physiological arousal in order to induce affective states that would influence learners’ metacognitive judgments and learning performance. False-biofeedback is a method used to induce physiological arousal (and resultant affective states) by presenting learners with audio stimuli of false heart beats. Learners were presented with accelerated, baseline, or no heart beat (control) while they completed a challenging learning task. We tested four hypotheses about the effect of false-biofeedback. The alarm vs. alert hypothesis predicted that false biofeedback would be appraised as either a signal of distress and would impair learning (alarm), or as a signal of engagement and would facilitate learning (alert). The differential biofeedback hypothesis predicted that the alarm and alert effects would be dependent on the type of biofeedback (accelerated vs. baseline). The question depth hypothesis predicted that these effects would be more pronounced for challenging inference questions. Lastly, the self vs. recording hypothesis predicted that effects would only occur if participants believed that false biofeedback was indicative of their own physiological arousal. In general, learners experienced more positive/activating affective states, made more confident metacognitive judgments, and achieved higher learning when they received accelerated or baseline biofeedback while answering a challenging inference question, irrespective of the perceived source of the biofeedback. Thus, our findings supported the alert and question depth hypotheses, but not the differential biofeedback or self vs. recording hypotheses. Implications of the findings for the integration of affective processes into models of cognitive and metacognitive processes during learning are discussed. 相似文献
19.
Saeideh Heshmati Nicole Kersting Taliesin Sutton 《International Journal of Science and Mathematics Education》2018,16(4):777-796
This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that interactions focused on game progress, rules, and turn taking with little exploration of strategies or the underlying mathematics. To compare the quality of teacher-student interactions during games with interaction quality during other instructional activities, we coded 5 videotaped lessons from each of the 14 classrooms. Statistical results from a dependent t test indicated that teacher-student interactions were of statistically significant lower quality during games than during non-game segments with similar instructional purpose. Teachers might benefit from additional curriculum support and training to implement games as rich mathematical learning opportunities. 相似文献
20.
Lasse Juel Larsen 《Educational Media International》2018,55(3):231-254
The aim of this article is to advance a framework for understanding and teaching game design in higher education, in order to address complexities inherent in teaching game design courses. Everyday teaching and learning game design often deviate from the standard textbook model of game design. In reality everyday teaching and learning operate with handling game design curriculum, how to think games, and how to organise the development process. The presented framework merge curriculum, thinking, and process guided by the game design concept of juiciness. The framework will be presented by dismantling the standard textbook model of game design into three; game design (curriculum), game design thinking (thinking), and game development (organisation). In this perspective game design is concerned with game mechanics, game design thinking preoccupied with paper prototyping, metaphor, and framing, while game developments addresses player experience including play and game testing. This article will coin vertical design as juiciness as opposed to horizontal design understood as expanding system layout. Juiciness will be placed as a guiding principle in the relationship between designers and designed content as an aspect of designer intentions and motivations. Lastly, the content centric framework will be presented by merging game design, game design thinking, game development, vertical design with selected aspects of accepted software development strategies as an approach to teaching and learning game design in higher education. 相似文献