Homer & Plass: Expertise reversal for iconic representations in science simulations
Published December 3rd, 2011
Category Publications
By Bruce Homer and Jan L Plass
Topics
The influence of prior knowledge and cognitive development on the effectiveness of iconic representations in science visualizations was examined. Middle and high school students (N = 186) were given narrated visualizations of two chemistry topics: Kinetic Molecular Theory (Day 1) and Ideal Gas Laws (Day 2). For half of the visualizations, iconic representations of key information were added. Results indicated a main effect of prior knowledge on learning in Day 1. In Day 2, a three-way interaction was found between prior knowledge, age group and icons: icons were effective for all middle school students and for high school students with low prior knowledge, but were not effective for high school students with high prior knowledge. These findings indicate that the expertise reversal effect can be mediated by cognitive development and other factors, not just domain specific prior knowledge. More…
Homer, B.D. & Plass, J.L. (2010). Expertise reversal for iconic representations in science simulations. Instructional Science, 38, 259–276.
Domagk, Schwartz, & Plass: Interactivity in multimedia learning: An integrated model
Published December 3rd, 2011
Category Publications
By Jan L Plass and Ruth Schwartz
Topics
What does interactivity entail? What factors need to be taken into account in the design of interactive systems? Although interactivity is a widely used term accorded great prominence in discussions of multimedia learning, even a preliminary look at the literature suggests that how interactivity is defined, and what benefits it may offer, are not at all clear. The goal of this article is therefore to clarify the concept of interactivity. We present a unifying model that includes the user, the learning environment, and a system of connections and concepts that together make up interactivity. Such a model can help inform research, discussion, and design decisions on interactive multimedia instruction. More…
Domagk, S., Schwartz, R., & Plass, J.L. (2010). Interactivity in Multimedia Learning: An Integrated Model. Computers in Human Behavior, 26, 1024–1033. doi:10.1016/j.chb.2010.03.003
Announcing the release of Cognitive Load Theory, Co-Edited by G4LI’s Jan L. Plass
Published May 16th, 2010
Category Publications
By Jan L Plass
Topics
Announcing the release of Cognitive Load Theory, Co-Edited by G4LI Co-Director Jan L. Plass, with Roxana Moreno and Roland Brünken. Published by Cambridge University Press (c) 2010.
Cognitive Load Theory
Cognitive load theory (CLT) is one of the most important theories in educational technology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.
NYU CREATE releases Molecules & Minds final report
Published November 2nd, 2009
Category Publications
By Jan L Plass
Topics Cognition, Design, Multimedia learning, Science Education, Science visualization, Simulation,
The NYU CREATE Consortium for Research and Evaluation of Advanced Technologies in Education today released the final report for the IES funded 2005-2009 research grant Molecules & Minds: Optimizing Simulations for Chemistry Education. The research study, directed by Jan L. Plass (PI) and Bruce Homer, Catherine Milne, and Trace Jordan (Co-PIs) investigated design factors for effective simulations for high school chemistry education. Six simulations developed by the grant and curricular materials are available on the Molecules & Minds Web Site.
Expertise reversal for iconic representations in science visualizations
Published October 9th, 2009
Category Publications
By Jan L Plass
Topics Cognitive development, Cognitive load, Expertise reversal, Multimedia learning, Science visualization, Simulation,
Bruce D. Homer • Jan L. Plass
The influence of prior knowledge and cognitive development on the effec- tiveness of iconic representations in science visualizations was examined. Middle and high school students (N = 186) were given narrated visualizations of two chemistry topics: Kinetic Molecular Theory (Day 1) and Ideal Gas Laws (Day 2). For half of the visual- izations, iconic representations of key information were added. Results indicated a main effect of prior knowledge on learning in Day 1. In Day 2, a three-way interaction was found between prior knowledge, age group and icons: icons were effective for all middle school students and for high school students with low prior knowledge, but were not effective for high school students with high prior knowledge. These findings indicate that the expertise reversal effect can be mediated by cognitive development and other factors, not just domain specific prior knowledge. More…
Design factors for educationally effective animations and simulations
Published October 9th, 2009
Category Publications
By Jan L Plass
Topics Animation, Cognition, Design, Science Education, Science visualization, Simulation,
Jan L. Plass • Bruce D. Homer • Elizabeth O. Hayward
This paper reviews research on learning from dynamic visual representations and offers principles for the design of animations and simulations that assure their educational effectiveness. In addition to established principles, new and revised design principle are presented that have been derived from recent research. Our review focuses on the visual design and interaction design of these visualizations and presents existing research as well as questions for future inquiry. More…
Design factors for educationally effective animations and simulations
Published October 9th, 2009
Category Publications
By Jan L Plass , Bruce Homer and Lizzie
Topics Animation, Cognition, Design, Science Learning, Simulation, Visualization,
Simulation of the Ideal Gas Laws
Abstract
This paper reviews research on learning from dynamic visual representations and offers principles for the design of animations and simulations that assure their educational effectiveness. In addition to established principles, new and revised design principle are presented that have been derived from recent research. Our review focuses on the visual design and interaction design of these visualizations and presents existing research as well as questions for future inquiry.
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