Managing cognitive load in educational multi-user virtual environments: reflection on design practice
Managing cognitive load in educational multi-user virtual environments: reflection on design practice
复制标题
管理教育多用户虚拟环境中的认知负荷：设计实践的反思
DOI：
10.1007/s11423-007-9082-1
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
B. Erlandson
中科院分区：
文献类型：
--
作者：
Brian C. Nelson;B. Erlandson
在本文中，我们探讨了多媒体设计原理的应用如何为教育多用户虚拟环境（MUVE）的开发提供信息。我们研究了已被证明可以帮助学习者在多媒体环境中管理认知负荷的设计原则，并对这些原则可以在多大程度上帮助管理 3D 教育 MUVE 所代表的高度沉浸式“超越多媒体”环境中的认知负荷进行推测分析。我们将我们的讨论框架定为对河城 MUVE 的设计实践分析，这是一个科学探究环境，让中学生合作开发和测试有关席卷虚拟城镇的疾病的假设。我们使用描述认知超负荷场景的框架和管理认知负荷的相关方法来分析当前的 River City 界面设计。我们还讨论了多媒体原理应用于 3-D MUVE 时可能出现的潜在困难。我们的讨论描述了研究实施的蓝图，我们正在系统地研究基于多媒体原理的教育 MUVE 界面设计的效果，我们希望这些实施将为其他 MUVE 研究人员在他们自己的研究中使用提供一个行动框架。
In this paper, we explore how the application of multimedia design principles may inform the development of educational multi-user virtual environments (MUVEs). We look at design principles that have been shown to help learners manage cognitive load within multimedia environments and conduct a conjectural analysis of the extent to which such principles can help manage cognitive load in the highly immersive “beyond multimedia” environments that 3-D educational MUVEs represent. We frame our discussion as a design practice analysis of the River City MUVE, a science inquiry environment that has middle school students collaborating to develop and test hypotheses regarding illnesses sweeping a virtual town. We analyze the current River City interface design using a framework describing cognitive overload scenarios and associated approaches to manage cognitive load. We also discuss the potential difficulties that may be seen as multimedia principles are applied to 3-D MUVEs. Our discussion describes a blueprint for research implementations that we are undertaking to systematically investigate the effect of an educational MUVE interface design based on multimedia principles—implementations that we hope will provide an action framework for other MUVE researchers to use in their own studies.