Motivation Principles and Perception Principles

1. Motivation Principles and Perception Principles Presented by Jen McNabb Leah Blythe Geraldine Biringer

2. Introduction • Motivation Principles: use of graphics, formatting, and interesting pictures • Preattentive and Attentive Processing: perceptual processing to initiate a message • Researchers: Dr. Barbara Martin, Dr. J. Roger Hartley, and Dr. Albert Bandura

3. Chapter 1 Motivation Principles • Graphic Illustrations • Help with interpretation, maintain learner attention, and build confidence • Helpful Formatting • Help to maintain learner attention and build confidence • Interesting Pictures • Gain and maintain leaner attention • Development of Early Interest • Gain learner attention

4. Chapter 1 Motivation Principles Main Concept 7 Graphic Illustrations • 7.1 Include easy to interpret graphics. • Learners do not automatically associate with pictures; refer to picture directly “See Figure 1”. • Keep graphics simple, clearly labeled, and legible.

5. Chapter 1 Motivation Principles Main Concept 8 Helpful Formatting • 8.1 Make layout easy to perceive. Graphics are essential for cognitive processing of procedural tasks. • Print courseware is not generally read cover to cover so segment lessons sequentially independent. • Repeat elements for user ease: headers, footers, and page numbers. • Use white space to separate related elements. • Use headings to direct attention. • Use typographic cues to guide the reader: boldface, italics, underline, or ALL CAPITALS.

6. Chapter 1 Motivation Principles Main Concept 9 Interesting Pictures • 9.1 Use interesting pictures to maintain learner attention. • Include novel or dramatic pictures. • Include people in pictures. • Color pictures are preferred.

7. Chapter 1 Motivation Principles Main Concept 10 Early Interest • 10.1 Create interest as early as possible. • Start with a topic or activity of interest to the learner-reel in the audience. • When forced to open with boring content, creatively use language and page layout.

8. Chapter 1 Motivation Principles Wrap Up Keep the learner engaged and motivated by: • Using effective and legible graphics. • Using helpful and consistent formatting. • Using interesting pictures that are novel or include people. • Developing early interest by starting with preferred activities or topics.

9. Chapter 2 Preattentive and Attentive Processing

10. Chapter 2 Preattentive and Attentive Processing • Preattentive Perceptual Processing • Early perception is not under the control of attention, it is intrinsic • Attentive Perceptual Processing: Selection and Organization • Cognitive awareness

11. Chapter 2 Main Concepts 1.1-1.3 Preattentive Processing • 1.1 awareness of what perceptual processes are and what affects them • 1.2 figure or sound is unambiguous • 1.3 good figures have clear and complete boundaries

12. Chapter 2 Main Concepts 1.4 • 1.4a Configuration of parts into meaningful units Ex. Design of effective icons for use in computer interfaces • 1.4b Symmetry ( ) allows something to be seen as one unit or diagonal, vertical and horizontal. Lines together can form arrows and triangles when all three touch. Lines not touching do not form a message. • 1.4c Messages intended to be perceived as a unit should be placed close together. Ex. In an outline. Applies to time as well.

13. Chapter 2 Main Concepts 1.5 • 1.5a Message designers organize the big picture first and break it down into smaller pictures or vice versa. • 1.5b People tend to look at small pictures first as wholes and then at the details of large pictures. The designer needs to take into account the amount of detail within a small space too. The less detail, the less the eye goes there.

14. Chapter 2 Main Concepts 1.6 • 1.6 Humans visually refer to objects on a horizontal or vertical orientation versus diagonal. This may be culturally influenced. Designers naturally will follow this since they are human. DIAGONAL HORIZONTAL VERTICAL

15. Chapter 2 Main Concepts 2.1-2.2 Attentive Processing • 2.1 is serial, slower, and draws on short term memory • 2.2 capacity of short term memory is about 5 items, requiring constant refreshing. Attentive perception is very selective therefore, the message should not contain much irrelevant information

16. Chapter 2 Main Concepts 2.3 • 2.3a contrast in a message imp. Ex. 1. Visual: brightness, color, size, black vs white 2. auditory: pitch, tempo • 2.3b contrast in levels The greater the difference the more noticeable

17. Chapter 2 Main Concepts 2.4 • 2.4a sequential flow • 2.4b rate of sequential information • 2.4c if there is not order, then sequence can be influenced by lines, arrows, and message composition

18. Chapter 2 Main Concepts 2.5 • 2.5 Tendency for literate readers to read symbols and pictures from left to right and up to down (English speakers)

19. Chapter 2 Attentive Processing and Interpretation • Attentive Perceptual Processing: Selection and Organization (continued) • Processing under control focused attention • Interpretation • People’s internal representations of what is perceived

20. Chapter 2 Main Concepts 2.6 • 2.6a Perceived information is organized and remembered in clusters or “chunks”. These “chunks” are organized in a hierarchical manner. • 2.6b Message structure determines how “chunks” are formed. There is a tradeoff between increased amount of storage and recall efficiency against accuracy (ex. Reno and San Diego). • 2.6c The configuration of parts into units affects how organization takes place under attentive cognitive control.

21. Chapter 2 Main Concepts 3.1 • 3.1 The meaning of a message is determined by a person’s internal representation of the content. Since prior knowledge varies between people, the same message can mean different things for different people.

22. Chapter 2 Main Concepts 3.2-3.4 • 3.2 Interpretation and understanding are more demanding when there is greater discrepancy between the message and knowledge of what the message is about. • 3.3 Exposure to messages that require a new skill in order to be understood is enough to develop that skill. • 3.4 People feel that the degree of difficulty in learning something depends on the medium used for presentation (ex. television vs. text).

23. Chapter 2 Main Concepts 3.5 • 3.5a It is possible to identify a novel object just from looking at it from a different point of view. • 3.5b We identify objects in terms of their parts. • 3.5c Objects can be identified by using a top-down analysis of the parts or by using primitive shapes to build representations. • 3.5d Schemata are structures in which information is stored in memory. This information contains key features that allow us to identify perceived objects.

24. Ways to Identify Objects

25. Chapter 2 Main Concepts 3.6-3.8 • 3.6 When there is an object that can be designated as a measuring device, we can make judgments about similar, perceived objects. • 3.7 The interpretation of a perceived object can be right or wrong based on which memory structure is activated when identifying the object. • 3.8 Advance organizers allow us to more easily understand the meaning of a message.

26. Chapter 2 Wrap Up • Instructional System Designers need to be aware of preattentive principles to create instruction that promotes initial interest or attention to a topic. • The message designer needs to consider all aspects of interpretation when designing a message so that perceptions can be interpreted with relevant previous knowledge.

27. What Does the Following Text Illustrate? Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is that the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Helpful formatting or preattentive processing?

28. Researchers

29. Dr. Barbara Martin • Former Visiting Associate Professor in the College of Education at UCF • Worked at the Institute for Simulation and Training on the Florida Teletraining Project (FTP); provided training for designers of distance education courseware for the U.S. Army • Worked on a distance education project with UCF's Florida Solar Energy Center and NASA

30. Dr. Roger Hartley • An English gentleman who researches CBL, learner involvement, and cooperative learning. • Current employment: The University of Leeds • A prolific author for several years

31. Dr. Albert Bandura • Born on December 4, 1925 • Professor of Psychology at Stanford University • Best known for his bobo doll experiment which led to the development of Social Learning Theory, later named Social Cognitive Theory • Currently working on Self-Efficacy Theory