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Multimedia User Interface Design
Published in Julie A. Jacko, The Human–Computer Interaction Handbook, 2012
Learning is the prime objective in tutorial multimedia. In these applications, the objective is to create a rich memory schema, which can be accessed easily in the future. We learn more effectively by active problem solving or learning by doing. This approach is at the heart of constructivist learning theory (Papert 1980), which has connotations for tutorial multimedia. Interactive microworlds where users learn by interacting with simulations, or constructing and testing the simulation, give a more vivid experience that forms better memories (Rogers et al. 1998). Multiple viewpoints help to develop rich schemata by presenting different aspects of the same problem, so the whole concept can be integrated from its parts. An example might be to explain the structure of an engine, then how it operates, and finally display a causal model of why it works. Schema integration during memorization fits the separate viewpoints together.
Representation of Spatio-Temporal Resource Constraints in Network-Based Command and Control
Published in Schraagen Jan Maarten, Laura G. Militello, Tom Ormerod, Lipshitz Raanan, Naturalistic Decision Making and Macrocognition, 2017
Schraagen Jan Maarten, Laura G. Militello, Tom Ormerod, Lipshitz Raanan
Microworlds are simulated task environments that (a) provide a task that can be made more complex, challenging, and realistic than traditional laboratory studies but that (b) generalize to interesting parts of real world problem solving while remaining (c) more controllable, tractable, reproducible, and flexibly designable research environments than a field study (Brehmer and Dörner, 1993; Funke, 2001; Gray, 2002).
Historicizing making and doing: Seymour Papert, Sherry Turkle, and epistemological foundations of the maker movement
Published in History and Technology, 2020
Michael Lachney, Ellen K. Foster
For example, in both books they described a child named Deborah who, unlike other children they observed, felt ‘threatened’ and ‘frightened’ by the open-endedness of the LOGO programming environment. In response Deborah created self-imposed constraints by limiting her ‘turn’ commands in LOGO to 30-degree movements. Her programs started off simple but after time grew more complicated. Eventually this gave her self-confidence to engage in more ambitious LOGO projects. Both used this example to describe LOGO as a microworld – a computational environment for building structures and exploring powerful ideas in safe and meaningful ways – where users recursively create their own microworlds. For Papert, Deborah’s 30-degree microworld showed how LOGO can allow children to take control of their own learning without diminishing the content being learned. Papert explained, ‘I like to see in Deborah’s experience a small recapitulation of how the success of such thinkers as Copernicus and Galileo allowed people to break away from superstitious dependencies that had nothing in themselves to do with physics’.65 For Turkle, Deborah’s 30-degree microworld revealed how LOGO and computers are ways for users to explore themselves and their own stylistic needs: ‘She needed a world apart in which to build a new set of distinctions that she could then transfer to her way of thinking about herself and others. The computer provided this world’.66