Volume Two - Academic Conferences

Fabio Serenelli et al.
the game is the acquisition of new information about the topic. The progression is conditioned by the
engagement of the student in solving the problem and creating the knowledge model.
Table 2: Self Directed Learning setting
LO FORMAT LO1 – INFOGRAPHIC
RESUME
INSTRUCTIONAL
MEDIA AND
INFORMATION
DISPLAY
INSTRUCTIONAL
STRATEGY AND
CONTENTS
SEQUENCE
INTERACTIONS
AND LEARNER
CONTROL
A collection of graphic
organizers integrates
different media in simple
diagrams: text, images,
symbols and schemas.
The information is
presented with a topiccentered
approach in a
linear way using a comic
style format that provides
contextual comments and
captions for the diagrams.
The learner is invited to a
step by step construction of
the food chain model
through a self directed
learning strategy without
external feedback or
guidance.
Learner is allowed to
review topics and selfcontrol
the pace of the
studying.
SELF-DIRECTED LEARNING (Setting A)
LO2 – STEP BY STEP
MULTIMEDIA
Step by step graphic
organizers are presented
on a screen integrating, in
an animation, text,
images, symbols,
schemas and audio.
The information is
presented with a topiccentered
approach in a
linear way. Comments are
provided in a cartoon
style by the virtual tutor
narration that provides
contextual comments and
captions for the diagrams.
The learner is invited to a
step by step construction
of the food chain model
through a self-directed
learning strategy
supported by a constant
guidance.
Learner is allowed to review
topics and control the pace
of the narrated animation.
LO3 – LEARNING-
GAME
Interactive graphic
organizers are
presented on a screen
integrating, in an
animation, text,
images, symbols,
schemas and audio..
The information is
presented with a taskcentered
approach by
the virtual tutor narration
in a cartoon style. He
provides contextual
comments, negative and
positive feedbacks.
The implemented
Learning-Games consist
of two classification
activities for animal diet
and trophic levels topics
and three rollover/drag
n’ drop exercises for
active construction of
food chains. Learner is
allowed to review topics,
control the pace of the
narrated animation and
perform the problems
tasks several times.
According to the LO formats, we defined the ML principles to be respected as follow in Table 3.
Table 3: Multimedia Learning principles and LOs formats
LOs formats
Goal Multimedia Learning LO1
LO2
LO3
Principles
Infographic Step by Step Learning
Resume Multimedia
game
Reducing
Coherence
Extraneous
Signaling
Processing
Redundancy
Spatial contiguity
Temporal Contiguity
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