Will Gamification Work for Everyone?

Gamification is one of the hottest topics in eLearning today. In short, Gamification involves adding elements to eLearning similar to what you would find in an online game. For example, participants are given “avatars” and compete with each other for points, badges, or access to higher levels of the “game.”

Gamification’s benefits are reported to include rapid feedback and higher levels of engagement and excitement. For as long as I’ve been involved in learning, educators have searched for ways to move beyond passive learning (e.g., classroom lecture) to more active learning, and Gamification seems to move learning in that direction.

While recently reviewing opinions on goals and competition, I began to wonder if there were situations where Gamification was not the best technique to use and could actually interfere with learning. This blog post looks at how learning objectives, individual differences and group culture could impact the effectiveness of Gamification.

Learning Objectives

Having played digital games when I was younger, I personally think that the competitive nature of Gamification sounds fun. However, could the competitive nature of Gamification interfere with the achievement of your learning objectives?

Much has been written on the impact of competitive and cooperative goals on outcomes, and I’ve included some of the foundational articles I’ve read below. In general, they all seem to agree that competitive goals can lead to less information sharing and higher negative attitudes toward others.

If you’ve seen the movie “Glengarry Glen Ross”, based on the Pulitzer winning play by David Mamet, you’ve seen a good illustration of how a group of ruthless salesmen do anything but share information and certainly develop “negative attitudes” toward each other.

If the objective of your instruction is to increase cooperation, as in encouraging participative decision making, techniques that increase competition among participants may not be the best choice.

Individual Differences

We all have a friend or acquaintance that can turn a walk in the park into a cut throat competition. If you don’t know such a person, it could be you. The point is that people have different attitudes and reactions to competition.

One of the more interesting ways people react to competition, especially if they are continuously given information they are not doing well, involves whether they believe their abilities are fixed or malleable. Learners who believe they can change their abilities tend to remain motivated even when doing poorly. In contrast, those that believe their abilities are fixed tend to disengage when they don’t do well, even if they are capable of successfully completing a task.

Since effective instruction involves high levels of engagement and motivation, being mindful of individual differences could make Gamification more effective. For example, Gamification could be used as a course or module ice breaker, instead of being used to track all lessons.

Group Culture

Its been my experience that some organizations seem to thrive on competition, particularly those involved in sales. In fact, one direct sales organization I worked with pretty much had Gamification elements incorporated in their daily work routine, including a digital leader board that tracked sales progress on an almost continuous basis.

Other organizations and departments seem to thrive more on cooperation and information sharing, especially if their work involves innovation and problem solving. For example, one organization had a new product development team whose meetings were driven by sharing ideas in order to reach a common goal.

I could see a direct sales team totally enjoying an eLearning experience driven by intense competition. A group of research engineers, on the other hand, not so much. For situations where the culture is more cooperative, Gamification could be used as an ice breaker for training or modified into a team based experience where learners cooperate as a team against a deadline, such as “saving the planet.”

Conclusion

Gamification holds promise for adding excitement to eLearning efforts. However, time will tell if it works well for every learner and every situation. In the mean time, learning professional might well consider learning objectives, the learners attitude toward their own abilities and the cultural context when using Gamification techniques. Some individuals and groups may well thrive in the Gamification environment, while others may require more encouragement or have difficulties learning if they focus too much on competition.

References

Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261-271.

Deutsch, M. (2006). Cooperation and competition. In M. Deutsch, P. T. Coleman, & E. C. Marcus (Eds.), The Handbook of Conflict Resolution: Theory and practice (23–42). San Francisco: Jossey-Bass.

Farrell, J.N. (2017). A Model of Gainsharing: Culture, Outcomes and Employee Reactions (March 12, 2017). Social Science Research Network.

Tjosvold, D., Wong, A.S.H., & Chen, N.Y.F. (2014). Constructively managing conflicts in organizations. Annual Review of Organizational Psychology and Organizational Behavior, 1, 545-568.

Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.

Media

Luis Molinero – Freepik | Man Doing a Bad Signal Over White Background

Freepik |  Smiling Worker Showing a Positive Gesture

Freepik |  Two Mimes Fighting

Jcomp – Freepik | Young Business Woman Stressed from Work Sitting Staircase

Freepk | Team Watching Phone in Office

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Three Learning Interactions from One JavaScript Function

Click to Launch Project: Play

Learning Interactions are components of Adobe Captivate 2019 that provide the learner with a specific way of viewing information or interacting with published courses. For example, a Glossary is a Captivate Learning Interaction that presents terms in a list and allows learners to search the list using an input field or scrollbar. A number of contributors have created videos and blog posts on Learning Interactions, and I’ve listed them in the reference section, should you want to view them yourself.

You may be tempted to call Learning Interactions “widgets”, and you wouldn’t necessarily be wrong. However, as Leive Weymeis notes,  within the Captivate environment a “Widget” refers specifically to components compatible with Adobe Flash (.swf) while Learning Interactions refer to those compatible with both Flash and HTML5. A subtle, but important distinction when you’re developing courses.

Learning Interactions have a number of advantages, including improving engagement through the organized presentation of content and increased opportunities for user interactivity. Another advantage is that you don’t have to create them, as there are a number of Learning Interactions in Captivate ranging from a simple Table to games, such as Jeopardy and Who Wants to be a Millionaire.

While Captivate’s Learning Interactions provide great features and functions, you could find yourself in a situation where you don’t need all the bells and whistles or want greater control over slide layout and content. Learning Objects require that you cover the entire slide, and while some configuration and use of alternative themes is available, the basic slide layout is standardized.

Recently, I found myself in a situation where I wanted some of the functionality that Learning Interactions provide, but couldn’t find a Learning Interaction that was consistent with my overall graphic design concept. After giving it some thought, I decided to create my own, and while they don’t contain all the functions of the onboard Captivate Learning Interactions, they worked for me. JavaScript is a personal preference for me, and you could likely create something similar with Captivate’s Shared Actions.

This article presents three simple interactions created with Captivate 2019 and JavaScript:  A Tabs interaction, a Timeline interaction and a Process interaction. The code is set up in such a way that all three interactions used the same JavaScript function, provided a structured naming scheme was used for a relatively common set of multi-state objects.

If you’re familiar with JavaScript and multi-state objects, you can jump to the JavaScript code later in the post. I’ve included comments that explain how it works. If you’d like more detail on the reasoning behind the code, I’ve included additional detail and pictures in the following sections.

Component Objects: Multi-State Rectangles and Circles

The fundamental components of the interactions in this article are multi-state rectangles and circles, with one dedicated object each for titles, text and pictures. Each multi-state object was a container of sorts for all the content of its type. In the figure below, the highlighted rectangle (ttp2_pic) contains a series of states each having a picture corresponding to a “Milestone” in the Timeline interaction. For example, “pic_1” corresponded to a picture for “2010” while “pic_9” corresponded to picture for “2014”.

In order to make the JavaScript function work, without resorting to additional scripting, each Learning Interaction was limited to one multi-state object for title, text and pictures. In other words, all content for a single interaction was displayed in the same objects, a “single” display of sorts.

In contrast, there were as many buttons in each interaction as needed, with each button serving as a trigger for a specific state. For example, there were 9 buttons in the Timeline with each corresponding to a specific point in time. When a button was clicked, such as the “2010” button (i.e., ttp2_button_1), it would change the state of the related title, text and picture objects to the state associated with 2010 (i.e., title_1, text_1 and pic_1).

Naming Conventions

In order for the buttons to “call” the appropriate title, text and picture states, a standard naming scheme was used. While the end result was that there was no need to use variables in Captivate, it did mean that care had to be taken in naming each multi-state object and button across the three interactions. The general scheme is shown in the figure below.

In short, the slide was the name of the Learning Interaction, with “ttp” signifying “Tabs, Timeline and Process”. To ensure each interaction had a unique name, a number was added to the end. For example, the Timeline was the second interaction so it was named “ttp2”.

In turn, the Learning Interaction name (e.g., “ttp2”) served as a prefix of sorts for all display objects and buttons on the slide. This ensured they could be uniquely identified by Captivate and the JavaScript function. In addition to the Learning Interaction name prefix, each button received a number at the end to distinguish them from other buttons on the screen.

Invoking JavaScript

Clicking on a button resulted in calling the f_tabTimeProcSing() function, named for interactions “Tab”, “Timeline” and “Process”. The “Sing” text string indicates a single set of display objects (i.e., title, text, picture). The function sends three key arguments:

  • numberButtons: The number of buttons used in the specific interaction (e.g., “9” for the Timeline)
  • charWidgetName: The number of characters in the “prefix” of the button name corresponding to the “widget” (Learning Interaction) name (e.g., “4” for “ttp2”)
  • numbCharStem: The number of characters excluding the number at the end of the button name (e.g., “12” for “ttp2_button_”).

Example: f_tabTimeProcSing(“9”,”4”,”12”);

For the three interactions in this post, much depends on correctly naming the objects, especially the buttons. While a bit tedious, it resulted in only about 12 lines of code and allowed for the creation of a  large number of independent Learning Objects within the same project.

JavaScript Execution

There are three general areas of execution in the JavaScript:

  1. Extracting the active button’s name, its “prefix” (i.e., interaction name) and “suffix” (i.e., ending number)
  2. Change state of all button states to “inactive” using a loop limited by the number of buttons (numberButtons).
  3. Change state of all objects associated with the button “prefix” and “suffix” to “active

Invoking JavaScript Function

//Invoke Function via Button Click

f_tabTimeProcSing(numberButtons,charWidgetName,numbCharStem);

Executing JavaScript Function

/*

Tab, Timeline and Process Widget – Single Set of Display Objects

Parameters: Number of Buttons, Widget Name, Number of Characters Excluding Number at end of Button Name

*/

function f_tabTimeProcSing(numberButtons,charWidgetName,numbCharStem) {

//Extract Active Button Name, Widget Name and State Number

var v_buttonName = this.document.activeElement.getAttribute(“id”);  //Get Id of active button

var v_widgetName = v_buttonName.slice(0,charWidgetName);  //Extract widget name from button

var v_contentNumber = v_buttonName.slice(numbCharStem);  //Slice state number off  button’s end

//Deactivate Previously “active” Button by Setting all Buttons States to “inactive”

//Note: Number of Buttons is Used to Limit the Loop

var i=1;

while (i<=numberButtons){

cp.changeState(v_widgetName+”_button_”+i,”inactive”);

i++;

}

//Set State of Clicked Button to Active

cp.changeState(v_buttonName,”active”);

//Create Target Names of Multi-State Display Objects Using Widget Name and Content Type

//Create State Using State Type and Unique Number at End of Button Name

cp.changeState(v_widgetName+”_title”,”title_”+v_contentNumber);

cp.changeState(v_widgetName+”_pic”,”pic_”+v_contentNumber);

cp.changeState(v_widgetName+”_text”,”text_”+v_contentNumber);

}

Conclusion

While the Learning Interactions created weren’t as sophisticated as the those within Captivate 2019, they did serve the requirements of the project, especially in terms of creating a common graphic design theme across the slides. While some of the additional Captivate features, such as animated process boxes or a responsive design, would have been nice, they weren’t needed.

References

Adobe eLearning | Create learning interactions in Adobe Captivate

Lieve Weymeis | Tips – Learning Interactions

The Captivate Team | Introduction to Drag-and-Drop interactions

Allen Partridge Ph.D. – Adobe eLearning | Smart Learning Interactions Tutorial

Paul Wilson | Adobe Captivate – Make Your eLearning Interactions Experiential

Media

Daniel Jacobs | Sydney Opera House

Jeremy Galliani | Sydney Opera House

Wallpaper Flare | Green and Black Floral Textile, Colorful, Abstract

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Presenting Event Video with Portable Network Graphics and JavaScript

Play

Click to Play Project

Some time ago I pitched a presentation design to a potential client who worked in video post production. Though they ultimately went “in house”, I really liked the final design as it relied heavily on their award winning videos and graphics. This showcase presents an Adobe Captivate 2019 presentation based on that design.

Central to the design was including a video player within the presentation. While experimenting with the graphics and video, I found that the content of the background graphic really drove the best position for the video player in order to get a pleasing effect. In the end, I found that three positions for the video player worked for all background graphics: middle-left, middle-center and middle-right.

With the design in mind, I set to work creating the Captivate project. However, getting the project to reflect my design resulted in some challenges in terms of both the control and “look and feel” of Event Video. I’m sure there are other ways of putting this material together, but the solutions I found are below.

Portable Network Graphics (PNGs)

I really wanted a “clean” design, with subdued controls, in order to focus on the graphics and video. This presented the first couple of challenges. First, I couldn’t find and onboard Skin that looked and functioned as I wanted. Second, while video playback is likely optimized for the specific requirements of Captivate, I didn’t want the “black bars” (a.k.a. Letter Box) to show.

A search of the Adobe forums and web provided some suggestions, including using a streaming service that allowed more control over the interface. In the end, I remembered a brief comment from a discussion thread that basically suggested covering the black bars up with a graphic frame. My solution was similar, though I used a large page-sized PNG with a window cut in it. This allowed for a very slim video frame.

Controlling Playback with JavaScript

While the effect I got with the PNG overlay looked good, using an Event Video without a skin resulted in a couple of issues that needed to be addressed: the video automatically played when entering a Captivate slide and without a skin there were no playback controls.

Dealing with Auto Play: If you use an onboard Skin for playing video, you are given the option to disable “Auto Play”. However, if you don’t use a Skin, the video will automatically play when the user navigates to a slide. The solution I found was to “pause” the video on slide Enter using JavaScript in an Advanced Action. To make it work, however, I needed to delay the execution of the JavaScript using the “Delay Next Actions By” method to allow the video to finish loading, otherwise the pause script wouldn’t work.

The downside of the “Delay” method is that when you enter a slide, a short amount of video is played resulting in movement within the playback frame and an audio “pop”. My solution involved editing the videos so the first couple of seconds were occupied with a still image with no audio track.

JavaScript Code for Pausing Video Playback

document.getElementsByTagName(“video”)[0].pause();

Creating Playback Controls: The general method used for the playback controls involved using a smart shape as a button and then adding JavaScript to the button as an action. A good overview of this technique is documented by Adobe and presented in a video by Paul Wilson.

My twist was to call an external JavaScript function and use the Pause-Play button’s ID to control playback and change the button state. The upside was I didn’t need to create an additional variable in Captivate.

JavaScript Code for Pause-Play Button

//Video Pause-Play Toggle Button

function videoPausePlay() {

//Retrieve ID of pause-play button and assign to variable

var v_buttonID = this.document.activeElement.getAttribute(“id”);

//Retrieve TagName of the video

var video = document.getElementsByTagName(“video”)[0];

//If video is paused, play the video and change the button state

if (video.paused) {

// Play the video

video.play();

//Show the state with the “pause” icon

cp.changeState(v_buttonID,”Pause”);

}

//If video is playing, pause the video and change the button state

else {

// Pause the video

video.pause();

//Show the state with “play” icon

cp.changeState(v_buttonID,”Normal”);

}

}

Rewind, on the other hand, was a bit more problematic. While rewinding the video was pretty straight forward, managing the state of the Play-Pause was an issue since it was no longer the “active” element. My solution was to use an intelligent naming scheme for all video control buttons and then piece together the Play-Pause ID in JavaScript.

For example, all Play-Pause buttons in the project started with “g_playPause” and ended with a text string corresponding to the presentation section (e.g., “g_playPause_maven”). Since I used this scheme on the Rewind button, as well, I simply “sliced” the “_maven” text off the Rewind button and added it to “g_playPause”.

JavaScript Code for Rewind Button

//Replay

function videoReplay() {

//Retrieve TagName of the video

var video = document.getElementsByTagName(“video”)[0];

//Construct name of playPause button

var str1 = “g_playPause”; //Common text to all Play Pause buttons

var str2 = this.document.activeElement.getAttribute(“id”); //Rewind button ID

var str3 = str2.slice(8); //Slice off text that identifies presentation section

var v_playPause = str1.concat(str3); //Construct name of Play Pause button

// Pause the video

video.pause();

//Show the Play-Pause button state with “play” icon using constructed name for button

cp.changeState(v_playPause,”Normal”);

//Rewind to Beginning

video.currentTime=0;

}

Conclusion

In the end, the Captivate project came out very close to my intended design. I’m sure there are other solutions that would have worked, as well. But this one worked for me. I really enjoyed creating the original proposal for my client, and this version, as well. I’m “all about the graphics” and this particular design really capitalized on graphic and video content.

References

Jeremy Shimmerman  | Turn off ‘autoplay’ on embedded(event) video when it has no playbar skin

Paul Wilson | Control Event Video with JavaScript

Chris Ching | HTML5 Video pause and rewind

Matt West | Building Custom Controls for HTML5 Videos

Media

NASA GSFC Conceptual Image Lab | Bennu’s Journey

Walt Feimer and Michael Lentz (Animators)

Macrovector – Freepik | Laptop tablet desktop mobile 

NASA.gov | Searching for Signs of Life on Mars

NASA.gov | Shields Up! (Dynamic Earth)

Aries Keck,  Patrick Lynch and Greg Shirah (Visualizer)

NASA.gov | Maven Targeting Mars

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Mars Colony 01: A Journey Into JavaScript and Gamification

Launch the Mission: Mars Colony 01 Project: Play

Adobe Captivate 2019 incorporates a rich variety of accessible features and functions that allow developers to produce effective eLearning courses. However, whether the result of client requirements, or your own professional development goals, you may want to extend Captivate’s capabilities through the use of JavaScript or JQuery.

My interest in using JavaScript and JQuery was twofold. First, I wanted to brush up on my JavaScript skills, as I don’t specialize in JavaScript programming. I use JavaScript when a communication or training solution requires it, and sometimes its just not needed.

Second, I wanted to explore how JavaScript and JQuery worked within Captivate 2019. As I said, you may not need to use JavaScript, as Advanced Actions and Shared Actions within Captivate may get the job done quite nicely. However, there might be situations in the future when using JavaScript could work for me.

This showcase presents “Mission: Mars Colony 01”, a Captivate 2019 project created to explore using JavaScript to create simple Gamification functions. As my objectives were mainly professional development, I kept the style more on the “fun” side. Key feature highlights include a:

  1. Learner selected avatar and name
  2. System assigned performance “Level” based on quiz performance
  3. Timed perceptual speed task that includes automatic scoring

The main focus of the project was a perceptual speed task based on an ability test that measures how quickly a person can scan objects and detect similarities and differences. In this case, the user reads a pair of 6 digit numbers and must determine if they are the same or different. This section of the project required the most coding in order create the functions for the countdown timer, the toggle buttons used in the test and the calculation of test performance.

General Strategy

The general scripting strategy was, to the extent possible, to call all JavaScript and JQuery functions within an Advanced Action created for each slide. Back in the day, this was basically how we set up OpenScript within the Toolbook object hierarchy.

Once the Advanced Action is created and assigned to a slide for the “On Enter” event, the Advanced Action could be easily accessed, along with the JavaScript. This made updating and debugging the JavaScript code easier.

The bulk of the JavaScript was contained in the “my_java_code.js” file and linked to the Captivate “index.html” file via an include, as described by TLC Media Design. The .js file was written with Atom, with debugging accomplished with a combination of the Python Tutor and Developer Tools within Google. Note: I backed up my “index.html” file before altering it.

Avatars, Timers and Quizzes

It is worth noting that the coding for the project was based on the strategy or actual code for a number of Adobe Community contributors.

Selecting Avatars: To setup the avatars, avatar name and performance level, I used a method similar to that recommended by Paul Wilson that involved setting the state of a multi-state smart object based on a variable’s value. However, where Paul Wilson used advanced actions, I used a combination of advanced actions and JavaScript.

Countdown Timers: The script for the timers was based on Greg Stager’s 10-Second Timer 3000, with some modifications. First, since it was used to set a time limit for the perceptual speed task, some of the buttons weren’t needed. However, as I found out, the script for the “Cancel” task was essential for ensuring the timer was reset prior to continuing navigation. Second, in addition to the countdown clock, I included a countdown bar.

The Perceptual Speed Task: My original concept was to use radio buttons for the perceptual speed task, but I couldn’t find a solution. I did find a great article by Steven Warwick where he used JavaScript to create a custom true / false quiz using toggle buttons and this code did the trick. It is worth noting that Quiz slides contain very special objects that Captivate uses to communicate with the LMS. Its best to avoid deleting slides or objects, rather use the onboard options to hide objects or hide them within the screen using formatting or other objects.

Wrapping it Up

All in all I enjoyed creating the Mars Colony 01 project. I certainly brushed up on my JavaScript tools and learned a thing or two about JQuery in the process.

Files for Download

Captivate 2019 .cptx document: Mars Colony 01

JavaScript Code: my_java_code

References

TLCMediaDesign | Using External JavaScript libraries in Adobe Captivate

JavaScript.Info | Debugging in Chrome

Paul Wilson | Adobe Captivate – Allow Learners To Select Their Own Avatar

Greg Stager | Countdown Timer

Steven Warwick – Health Decisions | Building a fully custom quiz in Adobe Captivate using JavaScript

Graphics

BiZkettE1 – Freepik | Arabic Night Landscape 

Vectorpocket – Freepik | Set of Cartoon Spaceman Kid

Vectorpocket – Freepik | Set with Cartoon Astronaut Girl

Vectorpocket – Freepik | Cartoon Spaceman

Vectorpocket – Freepik | Spaceman Family with Space Ship

Vectorpouch – Freepik | Cartoon Solar System

NASA- JPL Caltech – MSSS | Telephoto Vista from Ridge in Mars’ Gale Crater

Sound

Mark DiAngelo | Wind Sound 

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A Financial Literacy Program Created with Captivate 2019

This showcase presents a module taken from a larger Financial Literacy program created for a client. The module was originally created in PowerPoint as a backdrop for a recorded video that would delivered as a self study course via the web.

All content has been “sanitized” but the general structure is similar. Specifically, each module was presented as a series of lessons with the first being an overview, the second exploring myths and the final consisting of a series of case studies.  An assessment lesson, along with checkpoint questions, was added in the Captivate 2019 version.

Click on one of the links below to view a lesson.

Lesson 01: Overview

Play

Click the Blue Arrow

Lesson 02: Myths

Play

Click the Blue Arrow

Lesson 03: Case Studies

Play

Click the Blue Arrow

Lesson 04: Assessment

Play

Click the Blue Arrow

Instead of converting the PowerPoint file, I recreated each lesson in Captivate 2017, and then converted to 2019 when it was available. I was able to duplicate most of the original functionality of the PowerPoint slides, although some of the animations are not the same as PowerPoint has a few more on-board animation options.

Graphics

Mimi Thian – Unsplash | Two Women Working

Stevepb | Financial Planning Picture

Aleksandr1982 | Couple

Stefan Stefancik  | Group Working Over Computer

Rawpixel – Unsplash | Aerial View of Laptop White Background

Ethan Robertson – Unsplash | Vintage Movie Camera

fernandozhiminaicela – Pixabay | Download Cube

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A Responsive Company Overview Template Using Captivate 2019 and Breakpoints

Play

Captivate 2019 is a powerful tool for creating interactive eLearning content with advanced features, such as interactive video and virtual reality. However, Captivate 2019 is also useful for less demanding learning projects and for projects that are considered “communications”.

This showcase presents a responsive company overview template, developed for a client, that has been recreated in Adobe Captivate 2019. The client requested a template that could be used in a variety of contexts, including internal meetings, conference presentations and employee training. In addition, they wanted a template that was very “visual” and “fun”, thus the use of a number of photographs. The overall content is structured around a narrative of presenting an emerging trend, describing the impact it has on the business of clients and then presenting the company’s offerings as a solution to the business impact.

The slides with device screens include placeholders so that screen content can be changed, depending on the subject matter. The screen capture below shows two of the graphic placeholders, one for the screen display of the tablet and one for the company logo. To prevent graphics from distorting in the views, I created graphics that matched the aspect ratio of the placeholders, and documented those dimensions for future reference. For background graphics, I avoided specifying a “background” photo. Instead, I imported a graphic into each master slide and then resized and re-positioned, as needed for each breakpoint.

Note: All graphics used were royalty free and are documented in the final slide of the demonstration.

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Position Properties Window: Set all Drop Down Default Values to Pixels

Is there a way to set all the default values in the Position Properties window to pixels? I’ve looked around and can’t seem to find a way to do it. Its not a major issue, just a preference of mine.

thanks in advance for your response.

Jim

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A Responsive IE10 Quick Start Guide Using Breakpoints

This showcase presents a responsive Internet Explorer 10 (IE10) quick start guide. Though originally created in a prior version of Captivate, the project was converted to Captivate 2019 prior to publishing.

Play

The content for project is based on a quick start guide used during a large scale operating system upgrade. The purpose was to provide employees the opportunity to learn the essential functions of IE10, without overwhelming them with a complete manual.

Some of the key features of the project include:

A couple of notes on the navigation panel. In general, the guide is not set up to “auto play”. Instead, to move between slides, the user must click on a playbar option, menu option or additional navigation button on the screen. The exception is for the video demonstrations where the content plays as a movie and the user can pause, forward or go to a prior slide. Since the first screen is the menu, the “Replay” option on the playbar serves as the “Return to Menu” button.

Below are some references that are great sources of information for each of the key features.

References

eLearning Brothers | New Breakpoints in Captivate 9

sdwarwick | Re: how disable the next button on playbar on one specific slide

Rod Ward | Dynamic Menu Slides in Adobe Captivate – From Simple to Complex

AdobeELearning | Create your first video demo with Adobe Captivate (2017 Release)

Images
Andy Beales – Unsplash | Man Running in Airport
@Freepik | Electronic devices mock-ups 
Rawpixel – Unsplash | Aerial View of Laptop with White Background

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Show/Hide Playbar Elements with Advanced Actions & Javascript – Issue Resizing Window

I’ve created a responsive project with break points using Captivate 2019.

For navigation, I’m using the default Captivate Playbar, but making the various Playbar elements “visible” or “hidden” on page “enter” using Advanced Actions.  For example, on the Menu Page, I only have the “Exit” element visible. (Window is set to “current” in advanced actions).

After publishing (Publish for Devices) everything works within the various break point views, providing I don’t resize the browser. When I resize, the hidden playbar elements reappear.

However, when I navigate to a different page, the scripts works as planned.

Is there a work around for getting “resize” event to execute the playbar scripts? details are below.

Advance Action Window and JavaScript

Menu and Playbar Before Resizing Browser (only “Exit” button showing)

Menu and Playbar After Resizing (all elements showing)

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The Hottest eLearning Buzzwords for 2018 – Part 03: Countdown From 5 to 1

In this final installment of The Hottest eLearning Buzzwords for 2018, we complete our top ten countdown with the top five buzzwords, as revealed by a Google search. We start with the fifth most popular buzzword, Mobile Learning.

5. Mobile Learning

Mobile Learning, also know as M-Learning, is a form of remote learning where participants use mobile devices, such as mobile phones and tablets. As noted by Asha Pandey, a key advantage to the Mobile Learning approach is that it provides flexibility in delivery, allowing participants to learn at a time and place of their choosing using a variety of devices.

Additional benefits of Mobile Learning include greater engagement, since learners are more familiar with their own devices. This is particularly true of groups that have embraced mobile technologies, such as Millennials.

4. Artificial Intelligence

Artificial intelligence (AI) is the ability of a computer program to think and learn. If you’ve interacted with Microsoft’s Cortana or Apple’s Siri, then you are familiar with AI powered chatbots. These chatbots learn from how you interact with them and can personalize responses based on that interaction.

Within the realm of eLearning, AI holds promise for creating a more customized and personalized experience for learners. For example, eLearning Company has linked an AI engine to Captivate to react to natural language input, versus structured input.  Additional applications involve recording user history in order to better structure courses and content.

3. Immersive Learning

Immersive Learning refers to teaching skills by  placing learners in an interactive environment that emulates on-the-job or “real world” situations. A number of techniques are used that differ in the realism or “fidelity” of the simulation, such as simple low-fidelity scenarios to high fidelity simulations delivered through immersive Virtual Reality.

The key advantage of Immersive Learning, is that the closer the learning environment is to the actual situation in which a skill is used, the more likely learning transfer will occur. Additional advantages include greater learner engagement and increased safety for learning skills used in hazardous environments.

2. Gamification

Gamification is the application of gaming theory to learning experiences in simulated environments. For example, learners could be given an avatar and compete with other learners to receive points, badges or access to higher levels of the “game”.

Gamification is said to have a number of advantages, including the capability of providing rapid feedback to learners. Additional benefits include achieving more rapid learning outcomes by generating higher levels of engagement and excitement.

1. Micro Learning

Micro-Learning was the most frequently used Buzzword in the search results. Micro-Learning is a principle for structuring learning content into smaller, more manageable, lessons. These lessons are self-contained, relative short in duration (5-10 minutes) and are structured around a specific need or instructional objective.

There are a number of benefits to Micro-Learning, including more rapid  development and implementation compared to longer courses. In addition, micro lessons increase both engagement and retention.

Conclusion

Love them or hate them, buzzwords are a fact of life, and the eLearning profession is rich with its own unique set of buzzwords. This list is not scientific, but was collected in a systematic manner in hopes of providing the community with insight into what eLearning professionals are talking about on the web. And so we conclude with the final list of the Hottest eLearning Buzzwords for 2018.

The Hottest eLearning Buzzwords for 2018

  1. Micro Learning
  2. Gamification
  3. Immersive Learning
  4. Artificial Intelligence
  5. Mobile Learning
  6. Social Learning
  7. Personalization
  8. Asynchronous Learning
  9. Analytics
  10. Content Curation
  • Honorable Mention: Wearable Technologies
  • Honorable Mention: Learning Management Systems
  • Honorable Mention: Massive Online Open  Course (MOOC)
  • Honorable Mention: Bring Your Own Device (BYOD)References

References

Asha Pandey | What Are The Benefits Of mLearning? Featuring 5 Killer Examples

Wikipedia | Artificial Intelligence

eLearning Company | Using Artificial Intelligence in a Captivate Project

Pooja Jaisingh | Adobe Captivate (2019 release) and Immersive learning with VR experiences

Van Anh Nguyen | Top 7 eLearning Trends for 2018 You Should Know

Suresh Kumar DN | 5 Key Benefits Of Microlearning

Graphics

Rawpixel | Business People Talking on Call

Marjan Grabowski – Unsplash | Hands and Smartphone

Hitesh Choudhary – Unsplash | Man Holding up AI Post-it

Martin Sanchez – Unsplash | Man with VR Headset

Pawel Kadysz – Unsplash | Game Controller

Ksenia Makagonova – Unsplash | Open Hand

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