Narrative and Audio
collaborated with Tone Wang & Claire Li
Course Overview:
During this week, we are inspired by the power of audio in influencing learning. Claire and I both feel that audio plays a vital part in children’s learning. So we choose to design a scene of a boy playing basketball with an audio as the voiceover to tell the narration.
Statement of Need:
Audio has instructional features in narrating and teaching. Most of the time, a real human voice is much more influential than displaying text. Narration are easier to understand and listen by the audience with appropriate voiceover. A lot of times, little children’s bedtime stories are voice-based rather than an animation because voice alone is inspiring enough to teach and narrate.
Concept Description:
By using scratch, we create a dual-coded educational video that tells children how they should behave in a specific venue. In this video, we use the audio to tell the little kid that it is not appropriate to play basketball on a beach. The audio and the image are two modalities that together create an impression for children who watch it to learn and engage.
Target Audience:
Kids age 3-5 years old.
Learning Goals:
Use audio narration to educate children on the appropriate instructions of what they should behave in specific venues.
Learning Theories:
Dual-Coding & Multimedia learning:
“Multimedia learning occurs when students use information presented in two or more formats—such as a visually presented animation and verbally presented narration—to to the term "multimodal" (which refers to the idea that the learner uses more than one sense modality) rather than ‘multimedia’ (which refers to idea that the instructor uses more than one presentation medium) (Mayer, 1994, p.390).”
Spatial Ability: “Consistent with a dual-coding theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material (Mayer, 1994, p.389.”
References:
Mayer, R., & Sims, V. (1994). For whom is a picture worth a thousand words: Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86