2.1 Instructional Design
When we speak of interactive learning tool one of
the first things that come into our mind is the idea of
multimedia. We can easily understand that it is
better to present an explanation making use of two
modes of representation, words and pictures, for
example, in an appropriate combination and
consequently improve conceptual understanding and
quality of information processing (Clark and Mayer,
2003). For instance, students who listen to a
description of a composition of isometries while also
viewing the corresponding animation have a better
understanding than those who listen to the narrative
without viewing the animation. Users build two
mental representations (visual and verbal) and
construct connections between them.
Another important aspect to pay attention to is
the contiguity principle. An explanation containing
words and pictures is better understood when they
are presented at the same time. Since corresponding
words and pictures are in the working memory at the
same time, schema formation may take place Mayer
and Moreno, 1997). On the other hand, we must be
very careful when combining different forms of
speech to avoid redundancy. Users learn better
from animation and narration than from animation,
narration, and text if the visual information is
presented simultaneously with the verbal
information. This multiple representation increases
inappropriate cognitive load (Moreno and Mayer,
2000).
A conceptual distinction should be made
between applications that are essentially content
delivery (learner’s progress through the educational
materials in a traditional way) and applications
containing interactive exploration (highly
interactive, with simulations, games, etc.). This
learner dynamics principle stresses that
simulations can provide goal-based challenges that
stimulate user motivation and interest in the material
being presented. In addition, providing tools for
annotation and collation of notes can effectively
stimulate learner engagement (Hede and Hede,
2002).
One more aspect that has a profound effect on
the way that learning occurs is related to the
structure of the activities proposed. There is no
question about the importance of the student feeling
engaged with the activities and getting actively
involved in the learning process. An interactive
learning tool must give the learner the opportunity to
solve problems, draw conclusions, compare options,
and think about what he/she is doing. For that
reason, the range of activities should address
different modalities of learning to contribute to the
development of his/her synthesis, analysis, and
evaluation skills, always giving the student
immediate feedback on his/her progress. The
interaction must happen not only between the
student and the system, but also between the student
and the educator or between the student and other
students, in order to facilitate the comprehension and
manipulation of the information. This mediation
principle is an issue we cannot forget while
designing an interactive learning tool.
Once the instructional design is well structured it
is time to think about the aspect we are giving to the
application interface. At this stage of the
development we should consider some guidelines
Rachel S. Smiths (2004) presents to help us find the
balance between the contents and an enjoyable
learning experience, in terms of graphic design and
usability.
2.2 Graphic Design
The graphic design of the interface involves a
number of choices regarding the layout, colours,
navigational elements, and user controls, as it
defines the way the user will access the content.
Colours and layout should be similar from page to
page so that the user understands the navigation and
remains interested in the application. But for
different sections, as the exercise pages, we must
design a contrasting layout, so that the student can
tell where he/she is and what he/she is expected to
do.
Even though it is widely recommended to keep a
clear and simple design throughout the material,
Rachel S. Smith stresses that the existence of an
element repeated in every page adds interest and
continuity. This character becomes the engaging
agent that gives rhythm to the action and at the same
time gives feedback on the student’s performance.
Therefore, including animated agents in an
interactive learning tool is a promising option in the
interface development because they allow us to use
communication styles which the user is already
familiar with.
In the end, if we take these guidelines into
account and create a graphically simple and coherent
design, combined with some rhythm and contrast,
the elements should work together as a whole. If we
want to catch the attention of the student more
effectively, language is another clue. In fact,
rhetoric is an expressive element able to produce
the desired effect in the student. Using a suggestive
DESIGNING EFFECTIVE INTERACTIVE TOOLS FOR STUDENTS LEARNING ABOUT GEOMETRIC
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