Here is a link to the published journal and article
Using multimedia and instructional design principles in computer-based instruction to deliver information for whitewater rafters
Using multimedia and instructional design principles in computer-based instruction to deliver information for whitewater rafters
Heather League, Caitlin Pate, Jennifer Graham
League, H., Pate, C.,
& Graham, J. (2017). Using
multimedia and instructional design principles in computer-based instruction to
deliver information for whitewater rafters.
Journal of Training, Design, and Technology, 1(1), 20-30.
Background/problem:
Whitewater rafting is a popular sport for all ages and skill
levels. Rafting provides a variety of health benefits and offers an intense
athletic and adventurous experience for all. The instructional problem is that
too many people are attempting to whitewater raft without proper knowledge of
the sport. All too often, a beginner rafter will attend a trip with an
organization, gain a small amount of experience and then try to lead a trip of
their own, only to face disastrous consequences. Rafters need to know what
whitewater rafting is, its classes of rapids, knowledge of the different parts
of the raft, what to bring and what to wear on a trip, and the safety
procedures involved while on the river. Without this knowledge, novice rafters
could end up seriously injured or end up injuring those around them. Whitewater
rafting is an activity that requires proper planning so that participants are
prepared for any type of situation that may occur while on the river. Since
environmental factors change constantly, no one rafting trip will ever be the
same.
What is the computer-based instruction? Why would you use
it?
This computer-based instructional program (CBI) is the best
solution to the safety concerns previously mentioned because this is something
anyone, anywhere can have access to. The CBI program is designed with the end
user’s convenience in mind as rafters can easily work through the instruction
on their phones, tablets, or personal computers in the comfort of their own
homes. This instruction can be used by private whitewater rafting organizations
or national parks that offer the opportunity to raft as well. If an
organization would like to offer this instruction, they can utilize a rafting
instructor to work with rafters and present the information using a computer
and projector. This CBI provides a versatile delivery method that suits a
variety of rafting situations from personal rafting to group rafting with a
guide in a rafting organization. This instruction is designed to be motivating
and easy to use for any experience level from the beginner rafter to the skilled
expert. It serves primarily as an introduction to whitewater rafting for
beginners, but could also serve as a refresher course for more experienced
rafters. End users are able to navigate through different sections of the
course and pace themselves based on their needs. Novice rafters can pace themselves through
the entire course while more experienced rafters can skip ahead to review only
material they need to brush up on.
Most of the time, participants don’t plan a rafting trip
more than a week or two in advance. Providing a high level overview of the most
important and relevant information about the sport allows users enough time to
prepare for a recently planned trip without forcing them to spend an exorbitant
amount of time. It is ideal for those families who have planned their trip in
advance or for users who decide to go rafting the next day. The instruction
also provides important safety information that anyone considering whitewater
rafting would need to work through prior to taking their first trip. This is an
easy way to review safety information and provide a brief pre-education about
the sport before users ever step foot on a raft. The review attempts to reduce the risk of
injury while on the water. This program is comprehensive and provides all the
information a rafter will need to know for a successful whitewater rafting
trip.
Advantages/Disadvantages of CBI:
Computer-Based
Instruction (CBI) offers a variety of advantages to users but can also have
some drawbacks. Listed below are several advantages and disadvantages to CBI:
CBI Advantages:
|
CBI Disadvantages:
|
Anyone can access the information as
long as they have an internet connection. Since most learners today have a
smartphone or other mobile device, this delivery method is ideal for the
majority of learners.
|
If the learner is unable to obtain an
internet connection, they will not be able to view the instruction.
|
CBI programs are highly interactive;
this interactivity can motivate learners by keeping their interest and
providing immediate feedback to the learner as they go.
|
If the learner is below the reading
level or comprehension level required to understand the instruction, they
also will not be able to pass or retain as much information.
|
CBI programs involve dynamic processes
and can be used on multiple types of presentations and devices. Additionally,
CBI programs generally require less time than traditional methods as well.
|
CBI development is time-consuming and can be quite costly.
|
CBI programs can store the performance of the learner for future use
or further fine-tuning.
|
Overly
simplified applications might not be as effective and may not make good use
of the computer.
|
CBI programs can be adjusted and customized depending on the level of
the learner.
|
Table 1. Advantages and
disadvantages of CBI programs.
How can you make CBI
effective? (using good instructional strategies and multiple principles)
The rafting CBI used several
instructional strategies and principles to make the instruction work well for
the learners. The computer-based instructional strategy was based of off Gange’s Nine Events of Instruction.
According to Robert Gagné (1985), there are nine events that provide a
framework for an effective learning process. These nine steps provided the
outline and guidance for the CBI in order to capture the attention of the
learner, present the content, and evaluate what knowledge the learner had
retained. Here is an outline of the
instructional strategy presented by Gagne's Nine Events and how this strategy
was applied in the CBI:
Gagne's
Nine Events:
|
Description:
|
Application
to CBI:
|
Gain
attention
|
Ensure
the learners are ready to learn and participate in activities by presenting a
stimulus to gain their attention.
|
As seen
in Figure 1, our CBI immediately (auto-play) starts out with a video of
whitewater rafters running Class III-V rapids at one of the most popular
rivers in Australia. A high-energy song, “The Distance” by Cake plays in the
background through the remainder of the video. This was designed to gain the
attention of the learner to foster further interest in the subject matter.
|
Provide
a learning objective
|
Inform
students of the objectives or outcomes to help them understand what they are
to learn during the course. Provide objectives before instruction begins.
|
After
the introductory video, but before instruction begins, our “Objectives” slide
is presented to the learner outlining our 4 learning objectives for the
course (see Figure 2). Objectives are described in greater detail through
audio but are presented with key points through text as well on the screen as
they are introduced by the narrator.
|
Stimulate
recall of prior knowledge
|
Help
students make sense of new information by relating it to something they
already know or something they have already experienced.
|
This
CBI program is really targeted for the beginner whitewater rafter with little
to no experience on the river. However, when rafters arrive at the rafting
site, raft guides recall information presented in the CBI by asking
participants what they already know about whitewater rafting and different
information they remember from the course before getting on the river. Within
the CBI, each slide following the Introduction slide starts with the narrator
saying, “Now that we’ve learned about ____, let’s learn about ____.”
Knowledge checks are also used immediately following each content area to
recall knowledge gained from the information previously presented.
|
Present
the material
|
Use
strategies to present and cue lesson content to provide more effective,
efficient instruction. Organize and chunk content in a meaningful way. Provide
explanations after demonstrations.
|
Our CBI
is segmented into different topics that users are able to self-pace
themselves through with “Next” and “Back” buttons to include: Introduction, Health
Benefits (Psychological, Physical, and Social), Classes of Rapids (I-VI),
What to Bring, What to Wear, and Safety Tips. Audio (both music and
narration), animation, text, images, and interactions are all used throughout
the program to provide a multimedia approach to presenting the content of the
course.
|
Provide
guidance for learning
|
Advise
students of strategies to aid them in learning content and of resources
available (examples: visuals, scaffolding, etc).
|
In the
beginning of the presentation, during the “Introduction” slide, the narrator
reviews how to navigate through the course. Additionally, at the end of each
slide, the narrator guides the learner to “Click the ‘Next’ button to
continue.” When knowledge checks and the Post-Assessment are presented, the
narrator also lets the user know that they can click the “Back” button to
return to previous slides to review information previously presented.
|
Elicit performance
|
Activate
student processing to help them internalize new skills and knowledge; then,
confirm correct understanding of these concepts.
|
Knowledge
checks were used throughout the CBI after each topic of content information
was presented. To stimulate recall of the different classes of rapids, a
matching exercise is used where learners match a description of each rapid to
its corresponding class (see Figure 3). To test knowledge of raft anatomy, a
labeling exercise is used where end users type in the different parts of a
raft on the end of the line extending to the corresponding part of the raft.
Users receive feedback as to which answers are correct and incorrect with the
option to try again if they do not label the part correctly the first time.
To test knowledge of what to bring and what to wear on a whitewater rafting
trip, a memory exercise is used where users click on the correct items to bring
and wear on a trip. If their answers are correct, they move on to the next
slide and if they are incorrect, they are given another opportunity to try
again. To test knowledge of important safety tips while on the river, a
True/False exercise is used where users determine which statements are True
and False as they relate to safety on the water.
|
Provide
feedback
|
Provide
immediate feedback of student’s performance to assess and facilitate
learning.
|
As soon
as learners submit their answers to any knowledge check or the
Post-Assessment, their grade is immediately calculated (if applicable) and
they are presented with “Correct” and “Incorrect” prompts accordingly.
|
Assess
performance
|
In
order to evaluate the effectiveness of the instructional events, you must
test to see if the expected learning outcomes have been achieved. Performance
should be based on previously stated objectives.
|
As
stated previously, there are 4 knowledge checks used throughout the CBI that
are ungraded and provide feedback to the learner upon submission. At the end
of the program, learners take a Post-Assessment (see Figure 4) that is graded and a score of 80% or higher
is required to sign up for a whitewater rafting trip with the rafting
organization.
|
Enhance
retention and transfer
|
To help
learners develop expertise, they must internalize new knowledge.
|
After
users successfully complete the Post-Assessment with a score of 80% or
higher, they will sign up for a whitewater rafting trip with a rafting
organization. After completing the course, but before getting on the river,
raft guides reinforce information learned in the CBI module by using physical
props such as rafts, paddles, helmets, etc. After this mini-lesson in person,
learners are able to get on the river where they will put their skills and
information to the test in a real rafting environment. Rafters must progress
through lower classes of rapids before running higher classes as their skills
will enhance each time they go rafting and will be better prepared to handle
more challenging rapids.
|
Table 2. Gagne’s
Nine Events.
Another instructional strategy used in
the CIB was following several multimedia principles to create and deliver the
learning module. The principles
described below were implemented throughout the CBI to allow for the most
effective learning experience for the user.
Here is a list of principles that were followed during the creation of
the CBI and examples of how each principle was applied.
Principle:
|
Definition:
|
Application to CBI:
|
Multimedia Principle
|
People learn better
when words and pictures are presented together rather than just words being
presented by themselves (Mayer, 2005). This principle should be used for
virtually all types of multimedia presentations/lessons. When more than one
type of graphic is presented, users are able to make better mental
connections to retain information easier. For example, a study (Mayer &
Moreno, 2002) showed that that using animation as an aid helped learners
retain more information about how different scientific systems worked because
they were visually able to see the information being used in a practical,
real-life manner and were able to better relate to the information.
|
The multimedia
principle was used in our CBI project as seen throughout the program when a topic
in text (i.e. Raft Anatomy, What to Bring?, Safety Tips, etc.) was presented
at the top of each slide and remained on the slide while corresponding images
were presented as they were introduced with audio. For example, as seen in
Figure 5, on the “Social Benefits” slide, the word “Social Benefits” is
presented in text at the top of the slide and as the audio introduces the
social benefit of whitewater rafting expanding your social network, an
animated GIF appears illustrating a group of people connecting together.
|
Voice Principle
|
People learn better
when the narration in a lesson is spoken in a friendly, familiar-sounding
human voice as opposed to a machine or “computer-like” voice (Mayer, 2005).
Professionals in the Instructional Technology field should use this principle
when they are including narration in their multimedia project. A recent study
(Park, 2015) has shown that human-voice narration was shown to increase a
user’s interest in the information and decrease the cognitive load so that
there was more space in their working memory to retain information.
|
Audio was used
throughout our entire CBI presentation (with the exception of the knowledge
checks and Post-Assessment) and the tone of the narrator was relaxed,
relatable, and friendly. In addition to the narrator presenting content,
information about the use of “Next” and “Back” buttons and how to navigate
through the course was introduced at the beginning of the program.
|
Coherence Principle
|
People learn better
when unnecessary words, pictures, and other graphics are excluded (Gemino,
Parker, & Kutzschan, 2005). Practitioners should use this principle to
make sure they are not including information that is irrelevant to the
learner or user. This unnecessary information can be in the form of words,
pictures, or other graphics. For example, if you were trying to show the user
what the petal part of a flower is useful for, it would be unnecessary to
show them a graphic listing all parts of the flower at that time because they
may be confused as to which part you are referencing.
|
In regard to the
coherence principle, our CBI was presented in a very simple,
easy-to-understand format as our program was designed for beginner whitewater
rafters. For example, in the “Raft Anatomy” slide (see Figure 6), rollover
captions were used to present different parts of the raft at one time so that
the learner was not overwhelmed with a plethora of information all at one
time. Please note: The screenshot shown below illustrates all of the
different parts of the raft at one time for purposes of presenting
information for this paper. In the actual CBI, the different parts have to be
rolled over to be shown one at a time.
|
Segmenting Principle
|
People learn better
when they are able to pace themselves throughout the lesson in different
segments rather than information being presented in a continuous unit (Mayer,
2005). This principle primarily relates to the pacing of users using
multimedia formats. A recent study (Cheon, Chung, Crooks, Song, & Kim,
2014) showed that users who paused between different sets of information
outperformed those who only had passive pauses. This illustrates the idea
that users are able to better retain information when they are able to pace
themselves through the material as it reduces cognitive overload by
separating information into smaller sets with breaks in between.
|
Our CBI program was
designed so that users are able to pace themselves throughout the program.
“Next” and “Back” buttons are used throughout the entire project so that learners
can skip information they might already know or go back to information that
they may need refreshing on. Each slide is segmented into different topics to
include: Introduction, Health Benefits (Psychological, Physical, and Social),
Classes of Rapids (I-VI), What to Bring, What to Wear, and Safety Tips. An
example of this segmenting can be seen in Figures 7(a) and 7(b).
|
Personalization Principle
|
People learn better
when words are presented in conversational, easier-to-understand, style
instead of formal style (Mayer, 2005). This principle should be used when
narration is a part of your multimedia lesson. A recent study (Mayer &
Moreno, 2002), showed that users were more likely to retain information when
the narration involved conversational-style language (“I” and “you”) with the
rationale standing that people were more likely to work harder to remember
the information when they felt they were engaging in a conversation.
|
Audio was used
throughout the CBI, with the exception of knowledge checks and the post-assessment;
the tone of the narrator was neutral, relaxed, and friendly to provide more
relatability and comfortability to the end user. An example of how
conversational audio was used can be heard in the “What to Wear” slide where
the narrator states that while it is okay to bring sunglasses with a neck
cord, she has found in her personal experience that it is best to leave them
at home if the rafter is worried about losing them while going through a
rapid.
|
Table 3. Multimedia Principles.
 
Figure 2. Knowledge Check: Elicit performance.
  |
|
Whitewater rafting is a fun and exciting
sport. Whitewater rafting attracts people of all ages, sizes, and levels of
experience. It is useful to have a resource that reviews basic rafting
guidelines and safety so that no matter who participates in a rafting trip,
everyone has the basic knowledge they need to be safe and have fun. Designing a
computer-based instructional resource that could teach rafters basic guidelines
around rafting and safety is an effective, easy, and quick way to deliver the
necessary instruction to rafters anytime and anywhere.
The CBI was designed to be used by anyone
who is looking to go rafting, whether it is a beginner or a more experienced
rafter who might need some reviewing. The CBI allowed rafters to participate in
the learning module at home, in their hotel while on vacation, or even at the
rafting center right before participants get in the water. The CBI is
accessible anywhere there is a wifi connection and works on any devices that a
user might have.
The CBI was designed using multimedia and
instructional design principles to provide an effective basic rafting lesson
for all users. The CBI follows Gagne’s Nine Events and uses multimedia
principles to deliver content to the learner.
The CBI included presentation of the material and also provided various
assessment items. Learners were asked to review the content and then apply
their knowledge of what they had learned.
Our recommendation for creating a module
that focuses on basic raft training and safety would be to first decide what
instructional strategies you want to use and base your CBI off of those
strategies. If you use the instructional
strategies as an outline, it can make the flow and setup of the CBI much
smoother and easier. It also ensures
that the CBI is focused, organized, and communicated well with the
learner.
Our second recommendation is to never
assume what a learner knows or doesn't know.
When it comes to rafting, safety can be a life or death concern. You always want to assume that no matter how
much or how little someone has rafted, basic guidelines and safety topics
should always be covered. Create your
CBI for someone who has never rafted before.
Those who have rafted before can skip ahead but you don’t want to leave
out safety information that might save a beginner’s life.
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