The computer is used to present instruction more and more frequently. Computer-based instruction occurs via the stand-alone computer or workstation and via group presentations using LCD panels or digital projectors. It is important to consider how the screen presentation can be designed to help the learner. The Laws of Perception taken from Gestalt theory can inform how we can improve the screen design in order to make the presentation clearer and more helpful in the learning process. This article will give a poor screen example and then demonstrate how the Laws of Perception can be applied to improve the screen design. The laws discussed are figure-ground contrast, simplicity, proximity, similarity, symmetry, and closure.
In this pilot research we examine the impact of two leadership development training programs on the ability of students to acquire knowledge, share knowledge, and apply knowledge for organizational decision making. One program emphasized concepts and case-based application based on a technical learning paradigm. The other program used a game-based computer simulation, Virtual Leader, grounded in an experiential or situated learning paradigm. After training, students from both programs engaged in a complex in-basket exercise to examine the quality of their leadership and managerial abilities. In this exercise, participants from each training intervention worked with their trained cohort to accomplish a day of managerial work. Participants were observed and their individual and collective actions and decisions on behalf of the organization were evaluated. Using qualitative research we compared the organizational decisions associated with each group to determine which pedagogical technique resulted in the most effective application of student learning. While technical learning pedagogy was associated with greater information acquisition, the game-based computer simulation (an experiential, social-interaction oriented pedagogy) was associated with better decision quality and more shared cognition. Evidence suggests that students taught with the † Corresponding author.
4Examining Impact of Pedagogy on Student Application of Learning game-based computer simulation collectively demonstrated a greater ability to apply what they learned.
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