An object-oriented approach to the rapid prototyping of courseware : Instructional design considerations and method.

The object-oriented programming paradigm (OOP) has revolutionized the software development process. This paper discusses the instl1lctional design considerations in the development of a shell using the OOP paradigm to enable courseware authors to create courseware rapidly through rapid prototyping

Tangible Multimedia: A Case Study for Bringing Tangibility into Multimedia Learning

AbstractMultimedia augmented with tangible objects is an area that has not been explored. Current multimedia systems lack the natural elements that allow young children to learn tangibly and intuitively. In view of this, we propose a research to merge tangible objects with multimedia for preschoolers, and propose to term it as “tangible multimedia”. To evaluate the feasibility of such multimedia prior to actual research, a prototype named TangiLearn has been developed for a case study. This paper is the report of what we discovered during the study. The study concluded that TangiLearn enhanced the preschoolers’ enjoyment and learning performance

VISUALIZING A FRAMEWORK FOR TANGIBILITY IN MULTIMEDIA LEARNING FOR PRESCHOOLERS

ABSTRAC

ISSN 1823:1144 Recent Advances in Cognitive Load Theory Research: Implications for Instructional Designers

The cognitive load theory (CLT) is widely accepted by instructional designers, since it provides a solid theoretical foundation in designing guidelines for constructing e-learning content in a way that enhances learning. According to this theory, learning will be impaired if the learning content causes a cognitive overload. Since the capacity of the working memory is very limited, the theory assumes that presenting different sources of information in the same modality (for example, only visually) easily results in a split-attention effect, which leads to poor learning performance. To avoid this, a method suggested by the cognitive load theory is to present information in different modalities (for example, auditory text plus visual displays). Recent advances in the cognitive load theory research community have contributed significantly towards the instructional design of the interaction between information structures and the human cognitive architecture. The nuances of this theory are continually evolving and have spurred a plethora of research in multimedia learning. This article reports the recent developments within the framework of the cognitive load theory in the context of several experiments conducted at the Centre for Instructional Technology and Multimedia, USM. Several applications resulting from recent advances of this theory are discussed

Chen, C. J. & Toh, S. C. (2005). A feasible instructional development model for virtual reality (VR)-based learning environments: Its efficacy in the novice car driver instruction of Malaysia.

This article focuses on the instructional design process of a nonimmersive virtual reality (VR)-based learning environment. The learning environment is intended to complement the current novice car driver instruction program, focusing solely on cognitive skills, in Malaysia. This article elaborates on how we designed and developed the learning environment based on a relatively new constructivist instructional model, the reflective, recursive design and development (R2D2) model (Willis, 1995; Willis & Wright, 2000). We describe the design and development processes of the various components of the learning environment into the single-path prototype, and later to the alpha, and beta versions, based on three guiding principles (a) recursive, nonlinear design; (b) reflective design; and (c) participatory design. This article also highlights the experience that we foresee as useful or transferable for future design and development efforts. More important, the development of this learning environment provides evidence on the feasibility of employing a constructivist instructional model to guide the instructional design process of VR-based learning environments

Chen, C. J., Toh, S. C., & Wan, M. F. (2005). Are learning styles relevant to virtual reality?

This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different learning styles. The findings of the aptitude-by-treatment interaction study have shown that learners benefit most from the VR (guided exploration) mode, irrespective of their learning styles. This shows that the VR-based environment offers promise in accommodating individual differences in terms of learning style. In addition, the significant positive effect of the VR (guided exploration) mode—which provides additional navigational aids—over the VR (non-guided exploration) mode—which does not provide additional navigational aids—also implies the importance of providing VR-based learning environments with proper instructional design to achieve the desired educational outcomes

The theoretical framework for designing desktop virtual reality-based learning environments

This article describes the instructional design theoretical foundation of a desktop virtual reality-based learning environment aimed at complementing the current novice driver education system in Malaysia. It provides an elaboration of how various components of the learning environment are designed to support this theoretical underpinning that fits to the new paradigm of instruction. This is followed by the suggestion of a theoretical framework that can be used to guide the design of other virtual reality-based learning environments. This framework can also act as an initial structure that is to be further refined and/or revised, as a robust model model to guide the design and development of a learning environment using this technology is still unavailable at the present time

Are Learning Styles Relevant to Virtual Reality?

This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different learning styles. The findings of the aptitude-by-treatment interaction study have shown that learners benefit most from the VR (guided exploration) mode, irrespective of their learning styles. This shows that the VR-based environment offers promise in accommodating individual differences in terms of learning style. In addition, the significant positive effect of the VR (guided exploration) mode--which provides additional navigational aids over the VR (non-guided exploration) mode--which does not provide additional navigational aids--also implies the importance of providing VR-based learning environments with proper instructional design to achieve the desired educational outcomes