Bruce D. Homer

Design factors for educationally effective animations and simulations

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.

The effects of video on cognitive load and social presence in multimedia-learning

Two studies examined the use of video in multimedia learning environments. In Study 1, participants (N=26) viewed one of two versions of a computer-based multimedia presentation: video, which included a video of a lecture with synchronized slides, or no video, which included the slides but only an audio narration of the lecture. Learning, cognitive load and social presence were assessed, but a significant difference was found only for cognitive load, with video experiencing greater cognitive load, t (24)=2.45, p<.05. In Study 2, students (N=25) were randomly assigned to either video or no video condition. Background knowledge and visual/verbal learning preference were assessed before viewing the presentation, and learning, cognitive load, and social presence were assessed after viewing. No significant differences were found for learning or social presence. However, a significant visual/verbal learning preference by condition interaction was found for cognitive load, F (1,21)=4.51, p<.05: low visual-preference students experienced greater cognitive load in the video condition, while high visual-preference students experienced greater cognitive load in the no video condition.

The development of social cognition and communication

Contents: B.D. Homer, C.S. Tamis-LeMonda, Preface. D.R. Olson, Foreword. Part I: Language and Cognition. B.D. Homer, C.S. Tamis-LeMonda, Section Introduction. K. Nelson, Cognitive Functions of Language in Early Childhood. B.D. Homer, K. Nelson, Seeing Objects as Symbols and Symbols as Objects: Language and the Development of Dual Representation. S. Jacques, P. Zelazo, On the Possible Roots of Cognitive Flexibility. Part II: Intentionality and Communication. C.S. Tamis-LeMonda, B.D. Homer, Section Introduction. A. Walker-Andrews, Perceiving Social Affordances: The Development of Emotional Understanding. D. Baldwin, Discerning Intentions: Characterizing the Cognitive System at Play. C.S. Tamis-LeMonda, K. Adolph, Social Referencing in Infant Motor Action. N. Akhtar, Is Joint Attention Necessary for Early Language Learning? C. Moore, D. Symons, Attachment, Theory of Mind, and Delay of Gratification. Part III: Theory of Mind and Pedagogy. B.D. Homer, C.S. Tamis-LeMonda, Section Introduction. J. Astington, J. Pelletier, Theory of Mind, Language, and Learning in the Early Years: Developmental Origins of School Readiness. D. Frye, M. Ziv, Teaching and Learning as Intentional Activities. S. Goldin-Meadow, Gesture in Social Interactions: A Mechanism for Cognitive Change. Part IV: Narrative and Autobiographical Memory. C.S. Tamis-LeMonda, B.D. Homer, Section Introduction. J. Brockmeier, Pathways of Narrative Meaning Construction. R. Fivush, C.A. Haden, Parent-Child Reminiscing and the Construction of a Subjective Self. M. Leichtman, Q. Wang, Autobiographical Memory in the Developmental Niche: A Cross-Cultural Perspective.

Moved to learn: The effects of interactivity in a Kinect-based literacy game for beginning readers

Reading to young children has a number of benefits, including supporting the acquisition of vocabulary and literacy skills. Digital reading games, including ones with new modes of interface such as the Kinect for Xbox, may provide similar benefits in part by allowing dynamic in-game activities. However, these activities may also be distracting and detract from learning. Children (ages 5-7 years, N = 39) were randomly assigned to either i) jointly read a story with an adult, ii) have the story read by a character in a Kinect game, or iii) have the story read by a character in a Kinect game plus in-game activities. Both Kinect-Activities and Book Reading groups had significant gains for High Frequency Words, Active Decoding, and Total Reading Score, but only Kinect-Activities group had significant gain for Sight words (p <.05). Overall, these findings are encouraging for the next generation of digital literacy games.

Learning from multiple representations: An examination of fixation patterns in a science simulation

The present study examined how the integration of multiple representations in a multimedia simulation was associated with learning in high school students (N = 25). Using eye-tracking technology, we recorded fixations on different representations of the Ideal Gas Laws, as well as transitions between them, within a computer-based model that included a gas container with animated gas molecules, control sliders to adjust different gas variables, and a graph depicting the relations between the variables. As predicted, fixation transitions between conceptually related parts of the simulation were associated with different learning outcomes. Specifically, greater transition frequency between the gas container and the graph was related to better transfer, but not comprehension. In contrast, greater transition frequency between the control sliders and the graph was related to better comprehension, but not transfer. Furthermore, these learning outcomes were independent of learners’ prior knowledge, as well as the frequency and duration of fixations on any individual simulation element. This research not only demonstrates the importance of employing multiple representations in multimedia learning environments, but also suggests that making conceptual connections between specific elements of those representations can have an association with the level at which the information is learned.

Methamphetamine Use among Gay, Bisexual and Non-identified Men-Who-Have-Sex-with-Men An Analysis of Daily Patterns

This study sought to understand the patterns, methods of administration and contexts for methamphetamine use (MA) in a sample of racially diverse men who have sex with men (MSM). Inclusion into the study required participants to be classified as clinically dependent on MA, but indicate no other illicit substance use. Use was assessed using Timeline Followback for a period of 30 days. Of the 900 assessed days, MA use was reported on 217. Participants reported an average of seven days of use, with the majority of use occurring on the weekend. The weekend usage pattern suggests an incorporation of drugs into the lives of gay men as a means of socialization and recreation.

design Factors for Effective science simulations: representation of Information

We propose that the effectiveness of simulations for science education depends on design features such as the type of representation chosen to depict key concepts. We hypothesize that the addition of iconic representations to simulations can help novice learners interpret the visual simulation interface and improve cognitive learning outcomes as well as learners’ self-efficacy. This hypothesis was tested in two experiments with high school chemistry students. The studies examined the effects of representation type (symbolic versus iconic), prior knowledge, and spatial ability on comprehension, transfer, and self-efficacy under low cognitive load (Study 1, N=80) and high cognitive load conditions (Study 2, N=91). Results supported our hypotheses that design features such as the addition of iconic representations can help scaffold students’ comprehension of science simulations, and that this effect was strongest for learners with low prior knowledge. Adding icons also improved learners’ general self-efficacy.

Metrics in Simulations and Games for Learning

This chapter introduces the approach taken by the Games for Learning Institute (G4LI) to assess learning and related learner variables, with a focus on the use of metrics obtained during game play and simulation exploration. Learning is fundamental to all games (Gee 2008). At minimum, players must learn the basics of a game’s mechanics to play. Additionally, players must uncover what these mechanics are for, and what the game designer wants them to do (Cook 2006). Feedback mechanisms are an example of how game designers encourage (reward) or discourage (punish) a behavior. Game mechanics for learning must incorporate all of these aspects, from the moment-to-moment activities in which players engage, to reward and punishment systems.

Naming Facilitates Young Children's Understanding of Scale Models: Language and the Development of Symbolic Understanding

Two studies examined language and understanding of scale models. First, children (N = 16; ages 2;4 to 3;5) received either the standard DeLoache model task or a naming version (in which children are asked to name the hiding location before retrieving a hidden object). Language ability positively correlated with performance on the model task, and children had significantly more errorless retrievals in the naming condition. Study 2 examined naming and transfer effects by giving children (N = 18; ages 2;5–3;1) both versions of the model task. Language ability correlated significantly only with performance in the naming condition. Both prior experience and naming condition significantly improved performance, with the effects being additive. Language and childrens development of symbolic understanding are discussed.

Methamphetamine use and HIV in relation to social cognition

The relation of methamphetamine abuse and HIV infection to social cognition (Reading the Mind in the Eyes Task and Faux Pas Recognition Task) was examined in men who have sex with men (N = 56): Of the methamphetamine users (n = 29), 19 were identified as HIV positive, and of the nonusers (n = 27), 13 were identified as HIV positive. Both methamphetamine use and HIV were associated with impaired performance on the Eyes Task (p < .05). Methamphetamine use was also associated with impaired performance on the Faux Pas Task (p < .05). These results link impaired social cognition to methamphetamine abuse and HIV infection.