Multimedia Learning in Games, Simulations, and Microworld
From Eduwiki
I. What is Multimedia Learning in Games, Simulations, and Microworlds?
Educational multimedia can be distinguished between explanation and experience. Explanation is scripted and instructional incorporating text and media so that the learner can understand how something works. Experience allows a user to interact with the multimedia with some level of control over the experience which may involve taking on an identity, purpose, and challenge. Proponents of games, simulations, and microworlds in education see experience as more important than explanation.
II. What is an Example of Multimedia in Games, Simulations, and Microworlds?
A simulation is based on an underlying mathematical model that determines how the model behaves. Experimentation with the model is how the learner will draw out a meaningful experience. The success the learner has to discover the underlying model is a good determinant to how well the simulation is designed.
Games are also based on an underlying model that learners interactive with. They introduce a challenge factor that provides motivation. Games lend towards obsessive behavior with focus on improvement of scores rather than a reflection of learning.
Microworlds allow the learner to control and modify the underlying model rather than just use it in simulations and games. This distinction can be referred to model building vs. model using.
III. What Do We Know About the Multimedia Learning in Games, Simulations, and Microworlds?
A. Simulations
A mix of text and graphics based feedback is most effective. Lower knowledge level physics students benefited more from graphics-based feedback. Higher knowledge level students benefited from text-based feedback. Graphical feedback more beneficial for near tranfer tasks, but not so with far transfer tasks. It is very difficult for user to "discover" the objective without help or guidance given at just the right time.
B. Microworlds
Research is limited and mostly anecdotal. Learners need some structure and direction in order to meet learning expectations.
C. Gaming
Research indicates that the effectiveness of games are mixed. Students are attracted to games that are challenging, have storyline and introduce an element of competition. What students did not feel were important were production quality or educational value.
IV. What are the Limitations of Research on Multimedia Learning in Games, Simulations, and Microworlds?
Quantitative research does not consider the multitude of factors that affect learning in a real classroom. Quantitative results may indicate little or no effect but a qualitative investigation may reveal information that was not apparent in quantitative tests.
V. What are Some of the Implications of the Research for Cognitive Theory?
Interactive media can lend to referential processing of the dual-coding theory that allows visual symbols to link to verbal explanations.
Simulations and microworlds have great potential for students to build mental models as they immerse themselves in an environment which they can experience and test ideas.
VI. What are Implications of the Research for Instructional Design?
Interactive media allows for free form exploration and experience, but research indicates that explanation and feedback must come at appropriate times be effective. This can be in automated or by an actual person.
VII. What Are Some Productive Future Directions for Research?
A combination of mixed method (quantitative and qualitative) and design research (collecting data during the development of a product) may be the most promising method for conducting future research.
