Category: edci337-skills

Link of the updated story: https://web.uvic.ca/~rmccue/twine/zwang-story.html

In this assignment, I chose to fill in the content of the story I created by Twine, which was about the growth process of a football player born in Canada based on my personal understanding of soccer games and my expectations for the future of Canadian soccer. Now, let me explain what kind of knowledge I gained more during this process.

First, analyze from the perspective of multimedia learning principles. This time I found that the updated story followed by the Coherence Principle. Because in the timeline, the previous or future “career experience” exists only in their own branch and will not interfere with the development of any other branch. Therefore, these factors can be regarded as extraneous materials. When they are excluded from learning, learners will improve their learning efficiency. This is also in line with the definition of the Coherence Principle. But unfortunately, this time I didn’t seem to follow the Redundancy Principle, because I used both words and videos/images to display the information in the story.

Then, analyze from the Dual Coding Theory angle. Last time, I used text and images to tell the story, which theoretically does not conform to the Dual Coding theory. This time I added videos with sound, which means in this project (the Twine story), both visual and verbal information can be used to represent information, which may make learners learn better. And this does fits the Dual Coding Theory.

Finally, thinking from the Cognitive Load Theory. This time, I added a “Recall your previous options” link to the almost the end of the story, which was in order not to overload the learner’s working memory. From this way they will not forget the past links and will not affect the development of future choices. In my opinion, this should also fits the Cognitive Load Theory.

In this assignment, I chose to re-record and make a version of the H5P video which theme was “How to use an aspect of web-based game or software”. During its production, I used a different sample of software to help me demonstrate, and added more multiple-choice questions to the video to help understand and review. Now, let me describe what I earn more during this process.

First,  because of the Redundancy principle, I added more multiple choices and give an example of self-discovery to avoid the tiredness that learners may have. Second, I continued to follow the Signalling principle, so I included the key information contained in each section of the H5P video in the multiple choices to help learners deepen their memory. Third, I chose to only show the demonstration process and my voice on the screen instead of also show my face, in my opinion, this follows the Embodiment principle. Fourth, last time, when I explained how the software works, I only listed one example and ended the video in a hurry. This makes the demonstration effect greatly reduced. So this time,  I not only demonstrated the most basic usage of this software, but also showed one other usage as an example I found by myself. This was the result of my in-depth exploration of the Worked Examples principle. I thought one basic example can’t display the learning outcomes so added one more, this made learners receive worked examples in initial skill learning and therefore learn better. Finally, I think I did not comply the Animation principle because I used dynamic presentation instead of static diagrams, this should be due to the choice of subject matter. In the future, if there is a more suitable theme to use the graphic display, I will follow this principle carefully.