This lecture pod reviews the purpose of instructional design in a screen-based platform. This is to teach a user “how to do something” or explain “how something works” through imagery/graphics with optional accompanying text.
The concept of cognitive load theory states that if attention is split between graphics and supporting text it is harder for the user to understand. The way the text and image is presented must be efficient enough so that the user does not need to remember a block of new information and then attempt to match it up with an image they may have necessarily had to experience with previously. This design was improved by considering the Gestalt principle of proximity where ‘things closer together are perceived by the viewer as being closely related’ and thus has proven to be more successful through user testing.
The pod explains that photography may not be as useful as there may be too many elements in a photograph with the same visual weight. This instructional was then improved by increasing the simplicity and improving where the salient point in the graphic was by isolating using colours.
Kinds of Interactions:
- Instruction: by clicking button
- Eg. playing a virtual instrument by pressing keyboard buttons
- Conversation: back and forth dialogue
- Eg. entering data to receive data
- Manipulation: drag and drop elements
- Eg. placing items in folders; changing structures and appearances
- Exploration: open, game-like
- Wander freely to learn at own pace
- May have an objective
After watching this lecture pod, I have a clearer approach that I would use for the assessment two design project. It helped me decide whether to use hand drawn graphics or photography, or even a mix. It also inspired me to add some features to the interface I had not thought about previously. The questions at the end prompted me to think in more detail about this project. It was a very helpful pod.