面向色盲人群的媒体界面设计策略与流程

色盲人群作为远程学习者的一个群体的色彩需求往往被媒体界面设计者所忽视.本文从调查色盲人群在媒体界面设计方面的色彩需求入手,分析满足需求的策略和方法,提出了远程教育中满足该类人群的媒体界面设计原则,并以系统方法为指导,提出了面向色盲人群的界面设计的流程:需求分析报告、概念模型设计和详细界面设计三个阶段.作者希望本研究用于远程教育过程中的媒体界面设计,为色盲人群远程学习提供公平的学习机会.     

网页设计中的页面布局研究

界面设计对网页设计起到很大的影响,界面设计中的页面布局设计也是如此.本文从界面设计中页面布局的角度出发,介绍了页面布局的设计原则、设计步骤、设计方法和技术,并从用户的角度,谈到了页面布局设计是如何促进网页设计的.     

基于虚拟现实技术的软件界面设计与研究

虚拟现实技术(Virtual Reality),是依赖于计算机仿真系统,利用计算机产生的模拟环境及多源信息相互融合的三维动态系统,并使参与者沉浸其中的新型系统科学技术.体验者需要借助操作界面这一载体进行各项系统操作,因而界面设计(User Interface Design)成为了衡量整个技术是否成熟的重要标志.本文将基于虚拟现实技术的软件界面设计演变历史及其应用进行研究,分析已有的虚拟现实界面设计.通过对其人机交互、操作逻辑、界面美观的整体设计进行分析,总结虚拟现实软件界面设计的原理和特点,发掘其创意的思路和具体应用方法.为现代虚拟现实技术下的软件界面设计提供理论指导作用,具有很大的现实意义.     

项目式实验教学法在数字界面设计课程中的改革与应用

本文主要阐述了项目式教学法在数字界面设计课程中的具体的应用,数字界面设计课程是数字媒体专业的专业课,所以本课程在数字媒体专业范畴以内根据数字界面设计课程的特点和需求,结合在课程进行过程中的经验和方法,很好地将项目教学法融到数字界面设计教学的课程中去,并通过课程的评价体系检验了项目教学法的最终应用效果.     

浅析现代网页界面设计的表现手法

网页界面设计开拓了新的视觉空间;本文就网页界面设计的艺术表现手法做阐述,主要从风格定位、版面编排、色彩的心理表现和界面中的图形表现四个方面介绍,并结合实例说明表现手法.     

浅谈《金工实验CAI》的主界面制作

界面设计是教学软件设计的重要组成部分,也是评价软件设计质量的一个非常重要的指标;一个好的界面可以使软件更具吸收力.本文重点介绍<金工实验CAI>的主界面设计以及利用Authorware4.0开发<金工实验CAI>主界面的制作流程图和主要的程序设计思想.     

基于视觉理论的多媒体课件界面设计初探

多媒体课件界面设计制作情况对教学效果有一定影响。因此,要掌握界面设计的基本原则和一些具体的操作方法,如布局设计、多媒体界面设计元素运用等。     

人性化的多媒体界面设计与优化策略

多媒体技术的迅猛发展,使人们认识到创建友好界面的重要性和必要性,关于人机界面的研究已经从某种从属地位升为一个专门的领域.围绕界面的构成、界面设计原则、色彩的运用、界面设计的实施展开,谈了笔者在教学和设计工作中的一些体会与总结,具有较强的针对性和可操作性.     

认知负荷理论在E-learning教学设计中的应用

认知负荷是影响学习效率和效果的重要因素,E-learning环境的设计会对学习过程中的认知负荷水平产生影响.导致E-learning环境中认知超载的原因,主要集中在界面设计和内容设计两个方面.在界面设计上,复杂的导航设计容易引起学习者"迷航",色彩风格的不统一会造成学习者对学习的焦虑和不适;在内容设计上,大量的学习资源可能会消耗学习者有限的注意力,过量的冗余信息会分散学习者的注意力.为减少认知负荷,促进学习者的信息存储、提取和加工,在界面设计时,应注意做到导航设计清晰明确、交互界面设计符合视觉心理学标准;在内容设计时,信息表征要注意多样化,并添加标注说明,信息切割要恰当,信息加工设计要提供各种认知工具、学习指南和监控、交流合作空间,并为初学者提供样例.     

现代消费心理引导下的界面设计

消费者按照自己的意愿选择商品和服务,商品和服务必须以消费者为中心来设计,以设计来提高产品竞争力。近几年来国内企业开始认识到界面设计的重要性,纷纷成立界面设计部门。优良的“界面设计”对消费者在视觉、功能、使用、精神上发挥作用。界面设计还将引领合理消费新潮流。     

基于网络的学习反应测试分析系统设计与开发

基于微机接口与网络通讯技术,采用虚拟仪器技术开发了一个基于网络的学习心理生理反应信息测试分析系统,系统可以从心理生理层面开展教育教学传播效果、教学媒体质量的研究和评价。介绍了系统设计思想、硬件设计、软件设计及实现方法。     

从讯息设计的视角看教学模拟游戏的设计——以《扩散模拟游戏》(增强版)为例

文章从讯息设计的视角审视整个教学传播过程,阐释讯息设计的重要性;重视以学习者的内部心理加工过程为依据,强调对讯息的形态和诱导两方面进行设计,从界面设计和激励环境设计两个角度,具体分析了《扩散模拟游戏》(增强版)的设计,指出其可借鉴之处和需要改进的方面。     

论教学心理环境及其优化策略

教学心理环境的内涵应在心理环境内涵的框架内进行界定,同时它又是教学环境的重要组成部分。教学心理环境是指在教学活动中由教师、学生和教学中介的相互影响下形成的,对教学活动的展开具有实际影响的所有心理上的环境因素。它的构成要素主要包括学校环境下的人际关系、课堂气氛和集体气氛。针对其构成要素对教学心理环境进行优化,方法主要包括创建良好的人际关系、营造积极的课堂气氛和创设良好的集体气氛等。     

The Interface Design and the Usability Testing of a Fossilization Web-Based Learning Environment

This article describes practical issues related to the design and the development of a Web-Based Learning Environment (Web-LE) for high school students. The purpose of the Fossilization Web-LE was to help students understand the process of fossilization, which is a complex phenomenon and is affected by many factors. The instructional design team faced the challenge of designing an environment that could enable its users to construct knowledge actively by manipulating the various variables of organisms, ecological systems, and physical burials. An effective user interface is essential to the enabling of students who try to explore knowledge presented in the learning environment and who, in monitoring their own learning progress, hope to avoid overwhelmingly complicated content. The analyses of both the interaction of learning activities and the design of system functions are discussed. In addition, a usability test was conducted so that the effectiveness of the interface design could be examined. The findings reveal that target users are satisfied with the usability of the Fossilization Web-LE and consider use of the user interface to be easy. At the end, several practical applications in the design of instructional software’s user interface are suggested.     

普通心理学课程改革方向及目标分解的理性思考

本考察了普通心理学课程改革的成果，进一步分析该课程的性质、地位，指明普通心理学课程的教改方向。提出建立全面、分级教学目标体系是推进当前普通心理学课程教学改革的首要任务。     

Theoretical foundations for sound's use in multimedia instruction to enhance learning

Recent technological advances now make possible the full integration of sound in instructional software. Sounds may gain and focus learner attention, reduce distracting stimuli, and make learning more engaging. In addition, they may help learners condense, elaborate on, and organize details, highlighting inter connections among new pieces of information and making connections to preexisting knowledge. Thus, sound may hold great promise for moderating acquisition, processing, and retrieval “noise” in instructional software. Unfortunately, interface and instructional design guides almost completely ignore sound, and research suggests many promising instructional uses remain largely unexplored. This paper explores information-processing and communication theoretical foundations for sound's systematic use in the instructional communication system and proposes a framework for a program of research on instructional software's use of sound. MJ is assistant progressor in the Educational Technology program at Lehigh University, and Ward teaches instructional design and interface design and coordinates the Educational Technology program there.     

The effects of metaphorical interface on germane cognitive load in Web-based instruction

The purpose of this study was to examine the effects of a metaphorical interface on germane cognitive load in Web-based instruction. Based on cognitive load theory, germane cognitive load is a cognitive investment for schema construction and automation. A new instrument developed in a previous study was used to measure students?? mental activities of schema construction and automation supported by structural cues in a metaphorical interface environment. Eighty participants were randomly assigned to one of two types of instructional units with the same instructional content and different interface types (i.e., non-metaphorical interface and metaphorical interface). The results indicated that germane cognitive load positively affected learning performance while there was no relationship between germane cognitive load and students?? prior knowledge. A metaphorical interface enhanced learners?? germane cognitive load and learning performance, and both germane cognitive load and prior knowledge similarly contributed to learning performance. The findings provide implications for the advancement of cognitive load theory and the practice of instructional development.     

Knowledge as Contested Terrain

This paper reviews the psychological and motor performance modeling literature to identify important factors involved in and affecting the modeling process as it relates to motor skill acquisition. Topics discussed include modeling theory, task specificity of modeling effects, the importance of symbolic coding, temporal spacing of demonstrations, social factors influencing modeling, and the role of modeling in reducing anxiety when unfamiliar motor activities are learned. Future research directions are discussed and implications for physical educators and coaches who employ modeling as an instructional technique are outlined.     

Learning styles fray: Brilliant or batty?

Many school educators, instructional designers, and corporate training specialists believe that learning styles are important and that much of training success relies on the craft of incorporating learning styles into learning materials. But how do common views and popular wisdom on learning styles align with what the psychological sciences tell us today? Does matching instructional design to learning styles really result in learning enhancement? This article seeks to examine such questions based on current research in psychological sciences.