Logan Fiorella: Strategies for Enhancing Viewing and Doing in Multimedia Learning @ Pless Hall, 7th Floor, ALT Conference Room 785

02/09/2018 12:00 pm – 02/09/2018 1:00 pm
Strategies for Enhancing Viewing and Doing in Multimedia Learning
 
Logan Fiorella, University of Georgia
 
Friday, February 9, 12:00PM-1:00PM
Pless Hall, 7th Floor, ALT Conference Room 785
 
Multimedia learning depends on both the effective design of instructor-provided representations (“Viewing”) and the construction of quality learner-generated representations (“Doing”). In this talk, I will present my recent and ongoing research investigating how different viewing and doing strategies impact students’ understanding of complex science concepts. My work on “viewing” focuses on the effects of incorporating instructor presence in video lessons, including the role of instructor-drawn diagrams, the perspective of the video, instructor gestures, and the use of transparent whiteboards. This research demonstrates how the instructor’s hands and eyes can support the mental integration of words and visuals in video lessons. My work on “doing” explores the benefits of using generative learning strategies, including the effects of learner-created videos designed to teach other students. This research highlights the importance of encouraging students to actively construct meaning from the learning material by organizing and integrating it with their existing knowledge. Overall, my research program aims to identify design principles and learning strategies for enhancing technology-based and online learning environments.
 
Logan Fiorella is an assistant professor of educational psychology at the University of Georgia. He received his bachelor’s degree in Psychology and master’s degree in Modeling and Simulation from the University of Central Florida, and his Ph.D. in Psychology from the University of California, Santa Barbara. His research focuses on the design of educational technologies such as games, simulations, and video, and the use of generative learning strategies, such as explaining and drawing. He has published several articles in top journals, including Journal of Educational Psychology, Contemporary Educational Psychology, and Educational Psychology Review. He has received funding from the National Science Foundation, the Institute of Education Sciences, and the Spencer Foundation.