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The Effect Multimedia Webpage Design Has On Content Transfer Over A Very Fast Network

The Effect Multimedia Webpage Design Has On Content Transfer Over A Very Fast Network. by Jon Storslee. Question: Why Do Smart Students Sometimes Fail When Using Computers & the Web?. No Frame of Reference Not Comfortable With Technology Overwhelmed With Too Much Information.

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The Effect Multimedia Webpage Design Has On Content Transfer Over A Very Fast Network

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  1. The Effect Multimedia Webpage Design Has On Content Transfer Over A Very Fast Network byJon Storslee

  2. Question: Why Do Smart Students Sometimes Fail When Using Computers & the Web? • No Frame of Reference • Not Comfortable With Technology • Overwhelmed With Too Much Information Common Replies When asked about the Problem:

  3. Cognition and Web Media • How Do We Think & Interact with Media? • Which Media is Best Suited for the Web? • What can be done to Improve Cognition?

  4. Cognitive Theory • Cognitive Loading • Cone of Experience • Dual Coding Theory • Media Generative Theory

  5. Cognitive Loading (Sweller & Chandler) • Cognitve Loading Is Unique to Each Individual • Steps Can Be Taken to Lower Cognitive Loading of Content • Graphics and “Colorful Wording” Will Reduce the Cognitive Load of Content

  6. Cone of Experience (Dale) • Real World Is the Best Training Environment • Simulation of Real World Next Best • Need to Recreate the Training Environment

  7. Dual Coding Theory (Paivio ) • Information Is Processed Using Two Channels • Verbal Channel CalledLogogens • Nonverbal Channel (I.E. Pictures) Called Imagens • Better Retention When Both Channels Accessed

  8. Media Generative Theory (Mayer) • “The Design of Multimedia Instruction Affects the Cognitive Processing” (Mayer, 1997) • Media Can Work in Conjunction With Other Media to Enhance the Cognitive Process (Mayer, 1997)

  9. Factors that Hinder Cognition (Cognitive Interference) • Inappropriate Use of Media (Constant Running Animation or Large Graphics) • Poor Interface Design (Colors and Layout) • Learning Environment(Noise, Poor Lighting, Etc)

  10. Hypermedia (Bush & Jonassen) • Theorized a Database With Associative Linking That Models the Brain (Bush, 1946) • Hypermedia Is Capable of Mapping a Knowledge Structure (Jonassen, 1989)

  11. Problems with Media on the Web • Limited Bandwidth • Rapid Growth of Web • Slow Delivery • Inconsistent Delivery • New Media Tools

  12. Summary of Theory • “Real World” Experience Is Best • Media Helps Recreate Work Environment • Media That Creates Mental Images Improves Learning • Misuse of Media Can Hinder the Learning Process

  13. Webpage Media Model • Cognitive Loading Associated With Content • Cognitive Loading to Process Media • Cognitive Interference Generated From Webpage Download Time

  14. Cognitive Loading Factors Environment Misc. Download Time Type & # Media # of Media Type of Knowledge Content Prior Knowledge

  15. Text Cognitive Loading Model Text Download Time Media Processing Content Processing

  16. Text & Graphics Loading Graphics Text Download Time Media Processing Content Processing

  17. Text, Graphics & Animation Animation Graphics Text Download Time Media Processing Content Processing

  18. Text, Graphics, Animation & Sound Sound Animation Graphics Text Download Time Media Processing Content Processing

  19. Summary Cognitive Loading by Content Content Media Download Text , Graphics, Animation & Sound Text , Graphics & Animation Text & Graphics Text Very Fast Network (10 Mbps Dedicated)

  20. Question: What Is the Best Media for the Web? Text Only? Text with Graphics? Text, Graphics & Animation? Text, Graphics, Animation & Sound?

  21. Webpages Tested are located at http://seamonkey.ed.asu.edu/~storslee/net • Text (index.html) • Text with Graphics(gindex.html) • Text, Graphics & Animation (aindex.html) • Text, Graphics, Animation & Sound (sindex.html)

  22. Mixed Methods Testing • Qualitative • Quantitative

  23. Qualitative Test Methodology • 2 Question on Posttest What Did You Like? What Did You Dislike? • Interview With Students • Observation of Students

  24. Quantitative Test Methodology • 4 Sets of Webpages • Same Content but Different Types of Media • Random Assignment of Subjects by Perl Script • Pre- & Post-test Assessment of Content

  25. The Results • Text, Graphics, Animation and Sound for Very Fast Networks • Text, Graphics and Animation For Fast to Moderate Speed Networks

  26. Implications of the Study • Adding Media Will Improve the Content Retention of Text-only Webpages • Adding Sound to Animations on Webpages Does Not Help or Hinder Content Retention

  27. Recommendations for Future Research • Replicate the Study on a Slower Network • Replicate the Study With the Subjects Accessing From Home • Testing Only a Single Medium

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