Motivation Principles and Perception Principles

Motivation Principles and Perception

Principles

Presented by

Jen McNabb

Leah Blythe

Geraldine Biringer

Introduction

Motivation Principles: use of graphics, formatting, and interesting pictures

Preattentive and Attentive Processing: perceptual processing to initiate a message

Researchers: Dr. Barbara Martin, Dr. J. Roger Hartley, and Dr. Albert Bandura

Chapter 1 Motivation Principles

Graphic Illustrations Help with interpretation, maintain learner attention, and

build confidence

Helpful Formatting Help to maintain learner attention and build confidence

Interesting Pictures Gain and maintain leaner attention

Development of Early Interest Gain learner attention

Chapter 1 Motivation Principles Main Concept 7

Graphic Illustrations 7.1 Include easy to interpret graphics. Learners do not automatically associate with

pictures; refer to picture directly “See Figure 1”.

Keep graphics simple, clearly labeled, and legible.


Helpful Formatting 8.1 Make layout easy to perceive. Graphics are

essential for cognitive processing of procedural tasks. Print courseware is not generally read cover to cover

so segment lessons sequentially independent. Repeat elements for user ease: headers, footers, and

page numbers. Use white space to separate related elements. Use headings to direct attention. Use typographic cues to guide the reader: boldface,

italics, underline, or ALL CAPITALS.


Interesting Pictures 9.1 Use interesting pictures to maintain

learner attention. Include novel or dramatic pictures. Include people in pictures. Color pictures are preferred.


Early Interest 10.1 Create interest as early as possible. Start with a topic or activity of interest to the

learner-reel in the audience. When forced to open with boring content,

creatively use language and page layout.

Chapter 1 Motivation Principles Wrap Up

Keep the learner engaged and motivated by: Using effective and legible graphics. Using helpful and consistent formatting. Using interesting pictures that are novel or

include people. Developing early interest by starting with

preferred activities or topics.

Chapter 2 Preattentive and Attentive

Processing

Chapter 2 Preattentive and Attentive Processing

Preattentive Perceptual Processing Early perception is not under the control of

attention, it is intrinsic Attentive Perceptual Processing: Selection

and Organization Cognitive awareness

Chapter 2 Main Concepts 1.1-1.3

Preattentive Processing 1.1 awareness of what perceptual processes

are and what affects them 1.2 figure or sound is unambiguous 1.3 good figures have clear and complete

boundaries

Chapter 2 Main Concepts 1.4

1.4a Configuration of parts into meaningful units Ex. Design of effective icons for use in computer interfaces

1.4b Symmetry ( ) allows something to be seen as one unit or diagonal, vertical and horizontal. Lines together can form arrows and triangles when all three touch. Lines not touching do not form a message.

1.4c Messages intended to be perceived as a unit should be placed close together. Ex. In an outline. Applies to time as well.


1.5a Message designers organize the big picture first and break it down into smaller pictures or vice versa.

1.5b People tend to look at small pictures first as wholes and then at the details of large pictures. The designer needs to take into account the amount of detail within a small space too. The less detail, the less the eye goes there.


1.6 Humans visually refer to objects on a horizontal or vertical orientation versus diagonal. This may be culturally influenced. Designers naturally will follow this since they are human.


Attentive Processing 2.1 is serial, slower, and draws on short term

memory 2.2 capacity of short term memory is about 5

items, requiring constant refreshing. Attentive perception is very selective therefore, the message should not contain much irrelevant information


2.3a contrast in a message imp. Ex. 1. Visual: brightness, color, size, black vs white 2. auditory: pitch, tempo

2.3b contrast in levels The greater the difference the more noticeable


2.4a sequential flow 2.4b rate of sequential information 2.4c if there is not order, then sequence can

be influenced by lines, arrows, and message composition


2.5 Tendency for literate readers to read symbols and pictures from left to right and up to down (English speakers)

Chapter 2 Attentive Processing and Interpretation

Attentive Perceptual Processing: Selection and Organization (continued) Processing under control focused attention

Interpretation People’s internal representations of what is

perceived


2.6a Perceived information is organized and remembered in clusters or “chunks”. These “chunks” are organized in a hierarchical manner.

2.6b Message structure determines how “chunks” are formed. There is a tradeoff between increased amount of storage and recall efficiency against accuracy (ex. Reno and San Diego).

2.6c The configuration of parts into units affects how organization takes place under attentive cognitive control.


3.1 The meaning of a message is determined by a person’s internal representation of the content. Since prior knowledge varies between people, the same message can mean different things for different people.


3.2 Interpretation and understanding are more demanding when there is greater discrepancy between the message and knowledge of what the message is about.

3.3 Exposure to messages that require a new skill in order to be understood is enough to develop that skill.

3.4 People feel that the degree of difficulty in learning something depends on the medium used for presentation (ex. television vs. text).


3.5a It is possible to identify a novel object just from looking at it from a different point of view.

3.5b We identify objects in terms of their parts. 3.5c Objects can be identified by using a top-

down analysis of the parts or by using primitive shapes to build representations.

3.5d Schemata are structures in which information is stored in memory. This information contains key features that allow us to identify perceived objects.

Ways to Identify Objects


3.6 When there is an object that can be designated as a measuring device, we can make judgments about similar, perceived objects.

3.7 The interpretation of a perceived object can be right or wrong based on which memory structure is activated when identifying the object.

3.8 Advance organizers allow us to more easily understand the meaning of a message.

Chapter 2 Wrap Up

Instructional System Designers need to be aware of preattentive principles to create instruction that promotes initial interest or attention to a topic.

The message designer needs to consider all aspects of interpretation when designing a message so that perceptions can be interpreted with relevant previous knowledge.

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Helpful formatting or preattentive processing?

Researchers

Dr. Barbara Martin Former Visiting Associate

Professor in the College of Education at UCF

Worked at the Institute for Simulation and Training on the Florida Teletraining Project (FTP); provided training for designers of distance education courseware for the U.S. Army

Worked on a distance education project with UCF's Florida Solar Energy Center and NASA

Dr. Roger Hartley

An English gentleman who researches CBL, learner involvement, and cooperative learning.

Current employment: The University of Leeds

A prolific author for several years

Dr. Albert Bandura

Born on December 4, 1925 Professor of Psychology at

Stanford University Best known for his bobo doll

experiment which led to the development of Social Learning Theory, later named Social Cognitive Theory

Currently working on Self-Efficacy Theory

Motivation Principles and Perception Principles

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