![]() ![]() So, you should use the word "you" to address your students in explanations and tasks. Your material is easier to understand when you address the students directly. Teachers should only use text, narration, and graphics that support the learning goals. If the content is interesting but irrelevant, instructors should not include it in the lesson. Personalization Principle: Use conversational style. Coherence Principle According to Mayer, people learn better when unnecessary material is removed.Unrelated, decorative material distracts the students from the actual learning objective. The thing, the object, is no more interesting than it was before." ( Dewey, 1913). The Coherence Principle focuses on how instruction is presented through audio and visual messages, which is essentially, multimedia. ![]() ![]() "When things have to be made interesting, it is because interest itself is wanting. This principle means that you should avoid using unnecessary texts, graphics or sound only for decoration or to make things more interesting. Coherence Principle: Adding interesting material can hurt learning.when using dynamic text) or place corresponding text close to it. You can either integrate text directly into an applet (e.g. Contiguity Principle: Place corresponding words and graphics near each other.So, the visualization of mathematical content should be a key element of all mathlets. Using text in combination with graphics leads to better learning success than using text alone. Multimedia Principle: Use words and graphics rather than words alone.The following design principles by Clark & Mayer (2003) are based on empirical research. The Journal of Online Mathematics and Its Applications, Volume 7 (2007)Ĭreating Mathlets with Open Source Tools, Markus Hohenwarter and Judith Preinder Design Principles of Multimedia Learning ![]()
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