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Instructional Design Escape Room
Jennifer Cox
Created on December 1, 2023
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Transcript
ESCAPE ROOM
start
Instructional Design
enter
introduction
Prove you’re an Instructional Design whizz and win all four stars to beat the club record. Complete the missions to win the stars and reach the final prize.
ID Principles Room 2
ID Principles Room 1
Learning Approach
EXIT
Cognition
Dual channels, limited capacity, and activity processing
Duo channels, large capacity, and active processing
Dual channels, large capacity, and active processing
1/5
EXIT
Dual channels, limited capacity, and active processing
The knowledge construction view is based on which three principles from research in cognitive science?
This type of cognitive processing does not support the instructional objective and is created by poor instructional layout.
Extraneous
Enormous
Effective
Essential
2/5
EXIT
This type of cognitive processing is aimed at mentally representing the core material (consisting mainly of selecting the relevant material) and is created by the inherent complexity of the material.
Effective
Extraneous
Enormous
Essential
3/5
EXIT
This type of cognitive processing is aimed at deeper understanding of the core material (consisting mainly of organizing and integrating) and is created by the motivation of the learner to make sense of the material and can be supported by instructional methods that promote engagement with the material.
Generating
Generative
Graphic
General
4/5
EXIT
In extraneous overload, the amount of processing required exceeds the learner's what?
Patience and attitude
Intelligence and education
Time and Effort
Cognitive capactiy
5/5
EXIT
Learning Approach
Cognition
EXIT
ID Principles Room 2
ID Principles Room 1
Cognitive Load
Cognitive Learning
Generative
Learner-centered
EXIT
1/4
In this approach, the focus is on how people learn and technology is adapted to the learner in order to assist the learning process.
Cognitive Load
Learner-centered
Generative
Cognitive Learning
This learning theory explains how mental processes transform information received by the eyes and ears into knowledge and skills in human memory.
EXIT
2/4
Cognitive Load
Learner-centered
Cognitive Learning
Generative
Three goals for instructional designers are to create instructional environments that minimize extraneous cognitive processing, manage essential processing, and foster _________ processing.
EXIT
3/4
Cognitive Learning
Learner-centered
Generative
Cognitive Load
The burden imposed on working memory in the form of information that must be held plus information that must be processed is referred to as what?
EXIT
4/4
ID Principles Room 1
Learning Approach
ID Principles Room 2
EXIT
Cognition
Coherence
Contiguity
Modality
Multimedia
The ____________ principle states that people learn better from words and pictures than from words alone.
1/5
EXIT
Coherence
Multimedia
Modality
Contiguity
The ____________ principle states that when images and related text are kept together, learning improves.
2/5
EXIT
Coherence
Multimedia
Contiguity
Modality
The ____________ principle states that words should be presented as speech rather than on-screen text.
3/5
EXIT
Contiguity
Multimedia
Coherence
Redundancy
The ____________ principle states that printed text is redundant with the spoken text.
4/5
EXIT
Contiguity
Multimedia
Redundancy
Coherence
The ____________ principle states to avoid adding any material that does not support the instructional goal.
5/5
EXIT
ID Principles Room 2
ID Principles Room 1
Learning Approach
EXIT
Cognition
Segmenting
Embodiment
EXIT
Pretraining
Personalization
1/4
The ____________ principle states that people learn better when e-learning environments use a conversational style of writing or speaking, polite wording for feedback and advice, and a friendly human voice.
Segmenting
Personalization
Pretraining
Embodiment
The ____________ principle states that people learn better from online agents that use human-like gestures and movement.
EXIT
2/4
Embodiment
Pretraining
The __________ principle states to break a continuous lesson into bite-sized pieces.
EXIT
Segmenting
Personalization
3/4
Embodiment
Segmenting
Pretraining
Personalization
The __________ principle states to provide prior learning information in the names and characteristics of the lesson's key concepts.
EXIT
4/4
CONGRATS!
You've completed all the missions. Here's your well-deserved trophy! You've got rhythm in your veins!
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