this abstract is intended for one of these specific panel ... · kinetic typography — session...
TRANSCRIPT
This abstract is intended for one of these specific panel sessions:
Kinetic Typography — Session Organizer: Frank Armstrong The Language of Motion — Session Organizer: Jan Kubasiewicz Dynamic Media in Design Pedagogy — Session Organizer: Suguru Ishizaki
Note—Portions of the content and references used in this study include:
Armstrong, F. (June 2005). Hearing type. Loop: AIGA Journal of Interactive
Design Education. Accessed January 15, 2006 online at
http://designforum.aiga.org/content.cfm?ContentAlias=%5Fgetfullarticle&ai
d=%23%2C%3EW%29%0A
<<Abstract begins next page and screen shots of the prototype follow.>>
Exploring the affective nature of
electronic learning environments
Today’s computing tools and software offer a powerful media-rich environment
for learners along with an opportunity for educators, designers, and developers to
consider a different approach to instructional design. While cognitive and
constructivist theories of learning have long been accepted platforms for
instructional design, providing guidance for work with new technologies, use of
multi-media computing has physiologically changed the way students think and
process information. As a result, increasing attention is being paid to the
emotional and affective nature of computing and learning.
One of the principle investigations of this study was to identify affective design
qualities described in established instructional theory and learning design
research and to systematically apply those concepts to an electronic learning
environment.
The resulting prototype introduces principles of typography to undergraduate
graphic design students. Its content demonstrates the effects of motion on
typography and integrates principles of sound which is embedded in affective
design to improve student understanding. The goal was to create a multi-media
learning experience that was more interesting to the senses, more engaging, more
memorable, and more fun to learn.
The author also contends affective designs create deeper learning. The results of
this investigation should provide the basis for further research by formulating an
initial framework of affective elements, establishing a method for incorporating
affective elements into learning designs, and outlining directions for further
study of the efficacy and impact of affective design in human learning.