Multimedia Learning in Games, Simulations, and Microworlds

Mayer, R.E. (Ed.) (2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge. [Chapter 33] 


explanation vs experience:
-experience made possible by the dynamic elements that are under user's control
-flight simulator gives the user the experience of flying the plane instead of explaining about plane and flight
-games, microworlds and simulations out experience first in education and explanations support this experience 
-also highlights the difference between instructional and constructivist approach


constructivist approach in education: person's interaction in a content area and the relationship of that interaction to person's prior knowledge 
-learning achieved through active engagement
-teacher support - scaffolding
-social 
MIcroworlds are constructivist approach
Games and simulations are more traditional instructional 
Model using vs model building (constructivist)


Simulation
-has an mathematical logic programmed into them controlling how they behave.
-students interacting with the simulation learns this mathematical model underlying the simulation
-this underlying model taught before, after, during the simulation?
-student discovers by exploration or,
-instructor helps the student with guidance
research determines that
   -guidance should be provided 
   -model progression: student better perform when simulation progressively become more complex, students gain expertise with earlier and simpler skills  
  
MIcroworld
-an explanatory learning environment
-three goals: 1-offer a way for more people from young age, to understand and explore concepts
                        2-focus primarily on building and using concrete models
                        3-attempts to reduce the distinction between learning science and doing science
-functional interaction of student, software and the setting
-consists of the following:
1- computational objects 
2- links to multiple representations
3- means to combine the computational objects
4- inherent activities or challenges 


Gaming
(model using - playing games designed by others) vs. (model building - designing your own game)
characteristics:
- quality of game's storyline
- competition
- appropriate challenge


Microworlds, Simulations, Games and Cognitive Theory
dual coding theory: two processing systems, visual and auditory
 - three levels of processing within verbal and visual systems: 
    representational processing: connections between incoming messages from the environment, either verbal or visual
    associative processing: when informational units within either visual or verbal systems are activated
    referential processing:builds connection between two channels
mental models: one's personal theory
microworlds let the learners build their own models