1 / 31

Motivation Principles and Perception Principles

Motivation Principles and Perception Principles. Presented by Jen McNabb Leah Blythe Geraldine Biringer. Introduction. Motivation Principles: use of graphics, formatting, and interesting pictures Preattentive and Attentive Processing: perceptual processing to initiate a message

Download Presentation

Motivation Principles and Perception Principles

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Motivation Principles and Perception Principles Presented by Jen McNabb Leah Blythe Geraldine Biringer

  2. Introduction • Motivation Principles: use of graphics, formatting, and interesting pictures • Preattentive and Attentive Processing: perceptual processing to initiate a message • Researchers: Dr. Barbara Martin, Dr. J. Roger Hartley, and Dr. Albert Bandura

  3. Chapter 1 Motivation Principles • Graphic Illustrations • Help with interpretation, maintain learner attention, and build confidence • Helpful Formatting • Help to maintain learner attention and build confidence • Interesting Pictures • Gain and maintain leaner attention • Development of Early Interest • Gain learner attention

  4. Chapter 1 Motivation Principles Main Concept 7 Graphic Illustrations • 7.1 Include easy to interpret graphics. • Learners do not automatically associate with pictures; refer to picture directly “See Figure 1”. • Keep graphics simple, clearly labeled, and legible.

  5. Chapter 1 Motivation Principles Main Concept 8 Helpful Formatting • 8.1 Make layout easy to perceive. Graphics are essential for cognitive processing of procedural tasks. • Print courseware is not generally read cover to cover so segment lessons sequentially independent. • Repeat elements for user ease: headers, footers, and page numbers. • Use white space to separate related elements. • Use headings to direct attention. • Use typographic cues to guide the reader: boldface, italics, underline, or ALL CAPITALS.

  6. Chapter 1 Motivation Principles Main Concept 9 Interesting Pictures • 9.1 Use interesting pictures to maintain learner attention. • Include novel or dramatic pictures. • Include people in pictures. • Color pictures are preferred.

  7. Chapter 1 Motivation Principles Main Concept 10 Early Interest • 10.1 Create interest as early as possible. • Start with a topic or activity of interest to the learner-reel in the audience. • When forced to open with boring content, creatively use language and page layout.

  8. Chapter 1 Motivation Principles Wrap Up Keep the learner engaged and motivated by: • Using effective and legible graphics. • Using helpful and consistent formatting. • Using interesting pictures that are novel or include people. • Developing early interest by starting with preferred activities or topics.

  9. Chapter 2 Preattentive and Attentive Processing

  10. Chapter 2 Preattentive and Attentive Processing • Preattentive Perceptual Processing • Early perception is not under the control of attention, it is intrinsic • Attentive Perceptual Processing: Selection and Organization • Cognitive awareness

  11. Chapter 2 Main Concepts 1.1-1.3 Preattentive Processing • 1.1 awareness of what perceptual processes are and what affects them • 1.2 figure or sound is unambiguous • 1.3 good figures have clear and complete boundaries

  12. Chapter 2 Main Concepts 1.4 • 1.4a Configuration of parts into meaningful units Ex. Design of effective icons for use in computer interfaces • 1.4b Symmetry ( ) allows something to be seen as one unit or diagonal, vertical and horizontal. Lines together can form arrows and triangles when all three touch. Lines not touching do not form a message. • 1.4c Messages intended to be perceived as a unit should be placed close together. Ex. In an outline. Applies to time as well.

  13. Chapter 2 Main Concepts 1.5 • 1.5a Message designers organize the big picture first and break it down into smaller pictures or vice versa. • 1.5b People tend to look at small pictures first as wholes and then at the details of large pictures. The designer needs to take into account the amount of detail within a small space too. The less detail, the less the eye goes there.

  14. Chapter 2 Main Concepts 1.6 • 1.6 Humans visually refer to objects on a horizontal or vertical orientation versus diagonal. This may be culturally influenced. Designers naturally will follow this since they are human. DIAGONAL HORIZONTAL VERTICAL

  15. Chapter 2 Main Concepts 2.1-2.2 Attentive Processing • 2.1 is serial, slower, and draws on short term memory • 2.2 capacity of short term memory is about 5 items, requiring constant refreshing. Attentive perception is very selective therefore, the message should not contain much irrelevant information

  16. Chapter 2 Main Concepts 2.3 • 2.3a contrast in a message imp. Ex. 1. Visual: brightness, color, size, black vs white 2. auditory: pitch, tempo • 2.3b contrast in levels The greater the difference the more noticeable

  17. Chapter 2 Main Concepts 2.4 • 2.4a sequential flow • 2.4b rate of sequential information • 2.4c if there is not order, then sequence can be influenced by lines, arrows, and message composition

  18. Chapter 2 Main Concepts 2.5 • 2.5 Tendency for literate readers to read symbols and pictures from left to right and up to down (English speakers)

  19. Chapter 2 Attentive Processing and Interpretation • Attentive Perceptual Processing: Selection and Organization (continued) • Processing under control focused attention • Interpretation • People’s internal representations of what is perceived

  20. Chapter 2 Main Concepts 2.6 • 2.6a Perceived information is organized and remembered in clusters or “chunks”. These “chunks” are organized in a hierarchical manner. • 2.6b Message structure determines how “chunks” are formed. There is a tradeoff between increased amount of storage and recall efficiency against accuracy (ex. Reno and San Diego). • 2.6c The configuration of parts into units affects how organization takes place under attentive cognitive control.

  21. Chapter 2 Main Concepts 3.1 • 3.1 The meaning of a message is determined by a person’s internal representation of the content. Since prior knowledge varies between people, the same message can mean different things for different people.

  22. Chapter 2 Main Concepts 3.2-3.4 • 3.2 Interpretation and understanding are more demanding when there is greater discrepancy between the message and knowledge of what the message is about. • 3.3 Exposure to messages that require a new skill in order to be understood is enough to develop that skill. • 3.4 People feel that the degree of difficulty in learning something depends on the medium used for presentation (ex. television vs. text).

  23. Chapter 2 Main Concepts 3.5 • 3.5a It is possible to identify a novel object just from looking at it from a different point of view. • 3.5b We identify objects in terms of their parts. • 3.5c Objects can be identified by using a top-down analysis of the parts or by using primitive shapes to build representations. • 3.5d Schemata are structures in which information is stored in memory. This information contains key features that allow us to identify perceived objects.

  24. Ways to Identify Objects

  25. Chapter 2 Main Concepts 3.6-3.8 • 3.6 When there is an object that can be designated as a measuring device, we can make judgments about similar, perceived objects. • 3.7 The interpretation of a perceived object can be right or wrong based on which memory structure is activated when identifying the object. • 3.8 Advance organizers allow us to more easily understand the meaning of a message.

  26. Chapter 2 Wrap Up • Instructional System Designers need to be aware of preattentive principles to create instruction that promotes initial interest or attention to a topic. • The message designer needs to consider all aspects of interpretation when designing a message so that perceptions can be interpreted with relevant previous knowledge.

  27. What Does the Following Text Illustrate? Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is that the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Helpful formatting or preattentive processing?

  28. Researchers

  29. Dr. Barbara Martin • Former Visiting Associate Professor in the College of Education at UCF • Worked at the Institute for Simulation and Training on the Florida Teletraining Project (FTP); provided training for designers of distance education courseware for the U.S. Army • Worked on a distance education project with UCF's Florida Solar Energy Center and NASA

  30. Dr. Roger Hartley • An English gentleman who researches CBL, learner involvement, and cooperative learning. • Current employment: The University of Leeds • A prolific author for several years

  31. Dr. Albert Bandura • Born on December 4, 1925 • Professor of Psychology at Stanford University • Best known for his bobo doll experiment which led to the development of Social Learning Theory, later named Social Cognitive Theory • Currently working on Self-Efficacy Theory

More Related