3. % of class paying full attention Time (minutes) The Attention Curve After 10 minutes 35% of your audience you’ve lost Mills, H.R. (1977) Techniques of Technical Training , 3rd Ed. Macmillan, London
4. % of class paying full attention Time (minutes) The Attention Curve After 25 minutes 75% of your audience you’ve lost Mills, H.R. (1977) Techniques of Technical Training , 3rd Ed. Macmillan, London
5. % of class paying full attention Time (minutes) The Attention Curve Which leaves you with a beginning and an end (but no middle) Don’t say anything important here! Mills, H.R. (1977) Techniques of Technical Training , 3rd Ed. Macmillan, London
16. The principles of game design are significant But the very word game is misleading. It’s synonymous with extra-curricular, solitary activity. This is a misconception we need to overcome.
17. of 40 Just like a game eLearning can provide a controlled environment for experimentation, safe failure and experiential learning.
20. Learning results from peer interaction & feedback in an entertaining and risk free environment. It also involves repetition, reinforcement, association and use of multiple senses. E Akl et al 2007 “ ”
21. Abilities Challenge Anxiety Boredom flow Csíkszentmihályi, Mihály (1990). Flow: The Psychology of Optimal Experience . New York: Harper and Row. ISBN 0-06-092043-2 Holt, R. Examining Video Game Immersion as a Flow State , B.A. Thesis Dept of Psychology, Brock University, St. Catharines, Ontario, Canada, 2000 The flow zone This chart demonstrates the balance between challenge and ability that results in “Flow” – a state of continuous engagement. This balance is unique for every individual; which is why teaching a large classroom is so difficult. eLearning has a tremendous opportunity to create a state of Flow that is suitable for every learner’s ability. of 40