Bruce L. Mann

Focusing Attention with Temporal Sound

AbstractThis research addressed the problem of students’ inattention to critical information from the computer interface by focusing on software solutions using sound. Current interest in constructivism, hypermedia authoring, and verbal-information learning suggested endorsement of these areas as the experimental platform. Temporal sound was designated for empirical study. Temporal sound is spoken information provided about future and past events that present highlights and details about static or moving visuals. The purpose of the study was to determine how temporal sound affected the students’ attention to critical information. Twelve postsecondary students were randomly assigned to one of three treatment conditions: sound, sound/text, or text. Between-subjects designs using small groups are not uncommon in educational computing research. A protocol analysis of their verbal reports revealed that temporal sound helped these subjects attend to screen information by affecting their constructive ability. Wh...

The evolution of multimedia sound

Multimedia sound is both durable and resistant to interference and forgetting. Yet sound alone is insufficient to learn from multimedia, hence the need for purposeful advice on how to enhance learning from technology with sound. The advice ranges from descriptions of the playback system to balancing the input to structuring the function of a sound. This paper describes five functions and three structures for multimedia sound that when combined can help students to focus their attention on important visual events in a multimedia learning environment.

A comparison of temporal speech and text cueing in educational multimedia

This research focused on the prediction that children in their school setting would learn more from educational multimedia when critical information was presented as spoken instead of textual cues. Analyses of a study (n = 42) showed that 12-year-olds did not learn any more from temporal speech cueing than from temporal text cueing. The findings suggest that multimedia learning for children is a different kind of learning experience than for adults or older adolescents. The results indicate underdeveloped executive control of the referential connections in the childrens working memory between reading screen text while listening to spoken cues, and between watching on-screen animations play while listening to spoken cues. Further study is warranted. Implications may be derived for educational multimedia research in school settings.

Evaluation of presentation modalities in a hypermedia system

Abstract This paper is a description of a pilot study that compared the relative effectiveness of three versions of a hypermedia system (Text, Sound/Text, Sound) designed to permit inservice teachers to learn instructional design from a computer. Analysis of the test data of twenty-seven participants showed that learning was greatest in the Sound version. Results of the interviews indicated that those working with sound could focus their attention on the critical information needed to make successful interpretations. Participants working in the Text and Sound/Text versions of the system, however did not learn as much and stated their displeasure with reading so much text from the screen, despite the presence of three graphical browsers. Recommendations for revisions to the materials and test items are suggested.

Social Networking Websites – A Concatenation of Impersonation, Denigration, Sexual Aggressive Solicitation, Cyber-Bullying or Happy Slapping Videos

Hands-off legislation, toothless policy statements, unknowing parents, uncaring participants, and unwilling social network intermediaries (SNIs), have conspired to invite impersonation, denigration, sexual or aggressive solicitation, cyber-bullying, and happy slapping to the members of most social networking websites (SNWs). The situation is serious - serious because the user-generated content (UGC) that is displayed on-screen is destroying users ’ lives; serious too, because of the volume of users at risk from posting their content, without intervention by the SNI.

Selected Styles in Web-Based Educational Research.

UNIT A. RESEARCH ON EDUCATIONAL TECHNOLOGY POLICY IN THE UNITED STATES, AUSTRALIA, CANADA, AND THE EUROPEAN UNION UNIT B. TECHNOLOGY ADOPTION AND WEB-BASED EDUCATIONAL RESEARCH UNIT C. CONDUCTING CASE STUDY EDUCATIONAL RESEARCH ON THE WEB UNIT D. CONDUCTING ACTION RESEARCH ON WEB TOOLS UNIT E. CONDUCTING A FORMATIVE EVALUATION OF WEB-BASED INSTRUCTION UNIT F. CONDUCTING EXPERIMENTAL RESEARCH ON WEB-BASED TEACHING AND LEARNING UNIT G. CONDUCTING QUALITATIVE EDUCATIONAL RESEARCH ON THE WEB UNIT H. VIRTUAL ETHNOGRAPHY AND DISCOURSE ANALYSIS UNIT I. CONDUCTING CORRELATIONAL RESEARCH ON THE WEB.

Shifting Attention in Multimedia: Stochastic Roles, Design Principles and the SSF Model

SUMMARY This paper examines the research on design methods for shifting attention between visuals (for example, text, graphics or moving images) and auditory prompts (such as speech, music or effects) in multimedia environments. Stochastic design methods are most prevalent in the literature. Stochastic approaches reflect outdated bottleneck theories of human attention. Results using stochastic design methods have been mostly poor. Studies using the Structured Sound Function (SSF) model, however have shown good immediate results in student retention, and even better results following a latency period. The SSF model relies on the ‘explicitness’ and ‘gist’ requirements inherent in tasks and the interrelatedness of spatial and language representations. It is recommended that designs that incorporate gist and explicit requirements using the SSF model be applied developmentally, because as we get older we get better at extracting gist from sound than details from text.

Enhancing educational software with audio: assigning structural and functional attributes from the SSF model

Forty-five years of intuitive combinations of audio-visual information have produced only mixed results. This paper proposes a conceptual, case-based method for adding audio to software. This method, unlike the intuitive approach, requires the researcher to assign structural and functional attributes from the SSF Model to specific software activities.

Smoothing Some Wrinkles in Online Dispute Resolution

This paper describes a persistent problem in online dispute resolution, namely substandard ODR presentations made by inarticulate and lesser dispute-wise disputants make the bargaining conditions uneven. Three innovations are introduced to address the problem: the SSF design solution, expert-peer online assessment, and a formula for expert-peer assessment. The innovations build on previous work, and have been modified to accommodate the limitations and requirements of online dispute resolution and address the problem in section 1. The paper is organized in five sections. Section 1 describes the uneven condition favoring the reputable disputants in online dispute resolution, that affects inarticulate and disadvantaged, lesser dispute-wise disputants. Section 2 is a review of the literature of three common solutions to the problem: structured argument solutions, technology-intensive solutions and design presentation solutions. The four research questions addressed at the end of Section 2 are concerned only with the factors contributing to the stated problem.Section 3 is an introduction to the SSF design solution for online dispute presentations to address the uneven conditions for less dispute-wise claimants and respondents. Section 4 introduces a method of presenting communications in online dispute resolution called expert-peer online assessment, and an expert-peer formula for evaluating online dispute presentations. Section 5 is a discussion of the research questions introduced in section 2 over the concerns expressed about ODR, and a considered review of the innovations in light of the literature on ODR.

Computer-Aided Instruction

Computer-aided instruction, more often referred to as computer-assisted instruction or CAI, often means different things to different people. An active CAI developer will design a project based on a preferred method or guideline. The guideline can usually be associated with a particular definition of multimedia learning. All but one guideline relies for support on impact studies alone, testing users immediately after the treatment. Alternatively, the SSF model is based on studies conducted on attentional memory in adults and children measuring their performance over several weeks. Eight conclusions can be drawn from this discussion, one for each design guideline.