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• W1568703506 abstract "Several years ago, I picked up my first multimedia package at the local software store and started it up. Following long series of graphic splashes (resembling buckets of paint thrown against clear window) plus several annoying advertising screens for the software company, the package finally displayed the first user-operable screen. At its center was cluster of cramped text framed with disarray of indistinguishable icons and an odd assortment of graphic buttons. Initially I was impressed, being somewhat of techno-nerd. But the thrill of brightly colored images; noises that blasted, popped and whirred; plus the myriad icons and buttons presented soon grew to be an irritant - one that outweighed any of the program's possible benefits. Needless to say, I soon gave up on the unnamed package since its presentation of subject material and other Human Interface issues became an obstacle to its basic use. The thrill was gone. Negative reaction is much too common with all-too-many educational multimedia packages on the market. Further, school systems and universities are spending their limited funds on multimedia software that may end up dusty on the library or media center's shelves, primarily because these packages do not meet the Human-Computer Interface (HCI) needs of the learner. * Ten Ways to Build Better interface My interest in multimedia grew as I studied and constructed education- oriented multimedia projects. While completing graduate work, I focused on the uses and development of multimedia for educational purposes. During multiple iterations of developing viable pedagogically multimedia project at Northern Arizona University, I categorized ten significant requirements for the Human-Computer Interface. In general, what distinguishes mediocre multimedia presentation from great one is the correct and consistent design of this interface. The following Human Interface guidelines for text and graphics usage in multimedia package can serve as checklist to integrate into the multimedia-development process or as general parameters for selecting well-designed educational software. Readers are encouraged to keep them in mind when they develop or review instructional multimedia. 1. Test that delivery of material relates to the knowledge of the user. Multimedia's greatest asset is its ability to engage learners. Engagement serves as the bridge to learners and is built best by ensuring that students can relate to the (text and graphics) presented. The relationship of presented material to learner's existing knowledge base, each known as link, is critical success factor in using multimedia for instruction. In general, person will learn better if many links to prior experience are performed by the current material. This linkage is also known as information mapping. 2. For each screen presentation, determine if words, illustrations or icons are most appropriate. Although our society, in general, is more textually oriented, the decision to use pictures, text, or both must be heavily weighed. Although a picture is worth thousand words is popular clinical, it is, in part, inaccurate and can pollute careful analysis. Illustrations should be used to support and complement text, and vice versa. A picture should not be used for presenting detailed information. For example, if one's presentation explains the design of integrated circuits, including voltages and impedance, picture of an I.C. will not substitute for any of the textual explaining these attributes. 3. Determine the attention value vs. learning and recall for each screen presentation. We are visually illiterate society. Visuals comprise the marketing splashes for product sensationalism (sell the sizzle, not the steak) or entertainment. Our TV society is accustomed to passive presentation of visuals and this, unfortunately, has bled over to some multimedia software. …" @default.
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• W1568703506 title "Ten Design Points for the Human Interface to Instructional Multimedia" @default.
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