The concept of personalizing media content to fit the learner in e-learning is essential. This is because the content needs to be more appealing to the reader. In personalizing e-learning course, the conversational based argument, the proper words structure, use of real human voice and the application of virtual assistants is very crucial in determining how the learners absorb concepts (Clark & Mayer, 2011 p.280). Since the learner is human, using features that are close to the social, behavioral features are very necessary. The study of psychology places humans to regressively accept what they are used to rather than new methods of doing things. Functional improvement is shown if the compassionate aspects of humanity are incorporated in the e-learning process and course development.
Information presentation is one very crucial aspect of e-learning. How the information is structured and presented should take care of everyone in the system. In this case, there is a need to personalize the content to suit the reader. While basically, the information cannot be customized for every individual, due to time in content development, there are fundamental ways through which content development in an e-course can be done that appear favorable and interactive enough to the learner. The information on e-learning material is very objective and may take different formats based on the concise and preferable nature of the required content. The human psychological concept behind personalization is that the content presentation appears more interactive and very evident by most learners. However, it is worth understanding that learner understands better through a narration that is involving.
In content creation, the use of conversational mechanisms appeals more to the learner, in enhancing the understanding of specific techniques. The human-computer interface employs the conversation aspect in e-learning, for example by use of discussions boards. Also, it is also worth understanding that the collaborative discussions in online virtual-classrooms do provide a very elemental understanding capacity. Human psychology requires that a repeated concept is well understood better over time. This concept is best deployed in multimedia content through an integrated redundancy learning process while using texts, audio, and visual materials. The formal style, however, does not integrate the concept of the student thoughts effectively but employs the already known content. There is less room for knowledge expansion in non-conversational learning. The general acceptance is that personalization can best be carried out.
The use of personalized polite speech content places understanding at a very high level (Clark & Mayer, 2011 p.291). The interactivity through polite voice and quality voice increases the improvement levels. As the book suggests, people will often treat computers systems as real persons close to them. In that sense, they would equivocally think that the learning system constitutes human features necessary for learning. Therefore, the quality of voice used and the deployment of the skills required for the same must be as real as possible. In a learning environment, therefore, there is a need to integrate real polite human speech of high-quality voice. In addition to these components, the e-learning systems need on screen coaches and agents to promote learning. The agents can be implemented in various ways, including the use of pedagogical agents and use of certain human animated body movements, Graphical representations as well as the use of known symbols integrations into the system.
Clark, R. C., & Mayer, R. E. (2011). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (4th ed.). Hoboken, NJ: John Wiley & Sons.
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