Focus on human commonalities - memory, perception, and attention
Introduce the Information Processing Model of cognition
Suggest some human-centered design strategies derived from these understandings and the information processing model
guiding assumptions
Human systems – memory, attention, perception – provide some unique constraints of which designers should be aware
Simple, commonsensical approaches to interface and information design can make a difference in using with online and offline multimedia environments
The more cognitive resources (attention, memory, etc.) that you can focus on the educational task, the better the learning outcomes – HUMAN-CENTERED DESIGN MATTERS
The limits of working memory is an impediment to learning
educational content
navigational structures
computer environments and interfaces
Instructional and interface designs, content organization and site architecture should account for these limitations and potentials
focus on attention
Information processing relative to learning requires a great degree of attention and cognitive resources
Like working memory, human attention is limited
Multitasking or splitting attention often causes a drop in performance of all tasks involved
If the majority of participants’ attention is consumed by the mechanics of your screen environment or wading through poor design and information structures, there will be less cognitive resources for the actual learning objectives.
variables impacting attention
Automaticity
When a task becomes automatic it requires less in the way of conscious cognitive resources
Automaticity can increases our ability to multitask and attend to larger sets of information
Multiple modalities
It is easier to divide attention between two different modalities (one visual, one aural) than between two distinct information sources presented in same modality
Earliest Memories
working memory: design strategies
Minimize the load on working memory for learning activities
design user interfaces, interactive modules, and learning materials so that participants are not required to hold large numbers of discrete chunks of information in memory (remember the magic number 7 +- 2)
Organize information into meaningful chunks for working memory
The limits are working memory can be extended when the chunks of information are larger
working memory: design strategies
working memory: design strategies
long-term memory: conceptual structures
Information is organized into associative networks (schemas)
Schemas reflect central ideas or concepts
Ex. What a web site is, a college campus, etc.
Scripts are schemas describing sequences of actions
Ex. filling out & submitting a form on the web, navigating through a web site using hypertext links, driving a car to class, dining in a restaurant, etc.
Mental models are schemas of dynamic systems, objects & equipment
Ex. VCRs, interactive web environments, etc.
long-term memory: design strategies
long-term memory: design strategies
If information is to be remembered, make it meaningful.
organize into meaningful associations
present in multiple modes so that one can reinforce the other
design in a manner consistent with existing mental models or pre-existing knowledge
