Perception Principles: Message Design Variables

Presented by:

Ninette ColburnJeremy Evans

Rebecca Li

I. Perception of Pictures

II. Perception of Diagrams, Charts, and Graphs

III. Perception of Text

IV. Illustration and Text Together

V. Perception of Sounds

VI. Researcher Profiles

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I. Perception of PicturesPictures are usually more memorable than wordsKnow what a picture’s function is intended to be before it is designedSpecific instructions are needed as to how to look at and interpret a pictureDecorative pictures should be used sparinglyOrganizational pictures should incorporate devices that stress temporal and spatial relationshipsInterpretative pictures should be simplified and labeled for immediate accessibility to perceptionTransformational pictures should be sufficiently realistic to be memorableColor serves two purposes: illustrate colors in the real world and draw attention to message features

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I. Perception of Pictures

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I. Perception of Pictures

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II. Perception of Diagrams, Charts, and Graphs

Diagrams, charts, and graphs may be used in metaphorical ways to make abstract ideas more concrete and easier to graspLocation of elements in relation to each other helps in the processing of charts and diagramsIncreasing the discriminability of elements in a chart or diagram can reduce the perception of the overall pattern illustratedGraphic techniques influence perception and interpretationRelative position of elements to each other is importantInterpretation of graphs is based on a number of mathematical conventions

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II. Perception of Diagrams, Charts, and Graphs

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II. Perception of Diagrams, Charts, and Graphs

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II. Perception of Diagrams, Charts, and Graphs

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II. Perception of Diagrams, Charts, and Graphs

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III. Perception of TextThe perception of text is in common with other forms of illustrationAttention is drawn to words or passages that stand in contrastThe way blocks of text are laid out serves as a way to organize the ideasEase of readability is affected by type size, line length, amount of space between lines, color and illuminationLess text should be displayed on a computer screen with easy “paging”.Broad, shallow menu structures are more useful

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III. Perception of Text

The perception of text is in common with other forms of illustrationAttention is drawn to words or passages that stand in contrast

The way blocks of text are laid out serves as a

way to organize the ideas

Ease of readability is affected by type size, line length,

amount of space between lines,

color and illuminationilluminationLess text should be displayed

on a computer screen with easy “paging”.

Broad, shallow menu structures are more useful

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IV. Illustration and Text Together

Illustrations help in reading to learn, not learning to readIllustrations need to be closely related to the text’s contentThe degree to which illustrations facilitate the comprehension of text is the result of the type of illustration, the outcome intended and the student’s characteristicsIllustrations bring about the greatest text comprehension when they represent content that is spatialIllustrations are least useful with content which can readily create mental images

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V. Perception of Sounds

Sounds are organized, in time, in ways analogous to the organization of illustrations and text in spaceSpeech is effective in communicating ideas that have to be understood in a particular sequenceSpeech is ephemeralText is more effective than speech when the content is complex and visuals are not availableHuman speech is the most powerful and expressive mediumWhen narration accompanies a message in another modality, the relationships between the two messages must be apparent

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V. Perception of Sounds

Sounds are organized, in time, in ways analogous to the organization of illustrations and text in spaceSpeech is effective in communicating ideas that have to be understood in a particular sequenceSpeech is ephemeralText is more effective than speech when the content is complex and visuals are not availableHuman speech is the most powerful and expressive mediumWhen narration accompanies a message in another modality, the relationships between the two messages must be apparent

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VI. Researcher Profiles

Michael Hannafin, Ph.D.611 Aderhold HallAthens, GA 30602(706) 542-3157

Internet: HANNAFIN@COE.UGA.EDU

Education:•Ph.D., Educational Technology Arizona State University, Tempe, AZ 85287 (August, 1981)•M.S., Psychology (Educational/School) Fort Hays State University, Hays, KS 67601 (August, 1974) •B.S., Psychology (Education Minor) Fort Hays State University, Hays, KS 67601 (May, 1972

Experience:•UNIVERSITY OF GEORGIA (Summer,1995-present)•CHARLES H. WHEATLEY-GEORGIA RESEARCH ALLIANCE EMINENT SCHOLAROF TECHNOLOGY-ENHANCED LEARNING; PROFESSOR, Department of Instructional Technology, and DIRECTOR, Learning and Performance Support Laboratory.•FLORIDA STATE UNIVERSITY (1989-summer,1995)

According to Dr. Michael Hannafin, “I presently study the nature and structures related to learner-centered open-ended learning environments, including the cognitive processes associated with their use, the structures of such systems, and the nature of the tools and resources provided through them.”

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VI. Researcher Profiles

Gestalt Theory (Wertheimer)•Wertheimer's discovery (1910–12) of the phi phenomenon (concerning the illusion of motion) gave rise to the influential school of Gestalt psychology

•His early experiments, in collaboration with Wolfgang Köhler and Kurt Koffka, introduced a new approach (macroscopic as opposed to microscopic) to the study of psychological problems

•In the latter part of his life he directed much of his attention to the problem of learning; this research resulted in a book, posthumously published, called Productive Thinking

"The basic thesis of gestalt theory might be formulated thus: there are contexts in which what is happening in the whole cannot be deduced from the characteristics of the separate pieces, but conversely; what happens to a part of the whole is, in clearcut cases, determined

by the laws of the inner structure of its whole."

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VI. Researcher Profiles

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David H. Jonassenhttp://tiger.coe.missouri.edu/%7Ejonassen/BiographyDoctor of Education, Educational Media/Educational Psychology, 1976 TempleUniversityCurrently Dr. Jonassen is a distinguished professor at the University of Missouri.Author of 23 books and numerous articles, chapters, reports ect.Coined the term “mindtools.”ContributionMindtools – a way of using a computer application program to engage learners inconstructive, higher-order, critical thinking about the subjects they are studying(Jonassen).Examples:• Databases• Spreadsheets• Semantic Networks (concept maps)Mindtools are used to generate independent critical thoughts from the user (students)when working with computers. Rather than single button pressing for correct responses,or instructor driven answers, the user works in application programs that force them tolearn and think in a non-linear fashion (the way the brain usually operates).

Questions & Answers

What type of pictures should be used sparingly?

Decorative pictures with no content or purpose

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Questions & Answers

What two purposes are served by colors in pictures?

Illustrate colors in the real world & emphasize a message

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Name one characteristic of using diagrams and charts that helps with the

processing of information.

Possible answers: location, graphical design, metaphorical connection

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Why would a line graph be used instead of a bar graph?

Line graphs show trends over time whereas bar graphs are used to compare

information

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Describe a difference between using text on a computer compared to printed text.

Possible answers: computer text should be less per page, easy “paging”, size consideration, and color consideration

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What type of sound is the most memorable and the most expressive?

Human speech

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Name 4 message design variables.

Possible answers: Pictures, Graphs, Charts, Diagrams, Text, and Sound

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