Memory issue while playing VR project on Google Chrome via internet

We are facing the following issue – we have created a pretty large VR project in Captivate and published it in SCORM format, then uploaded it to Moodle LMS. Everything works fine apart from one issue – if we access this SCORM via internet through any browser, including Chrome, it starts taking up memory. After 5 minutes it takes more then 5Gb , which is much much more, then the whole project. Finaly, it takes up all computers memory and stops working. Is there a way to solve the issue?

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Memory games (Javascript IN shared actions)


Last week I presented at the Adobe eLearning World 2020 “Deep dive into Captivate with Advanced and Shared actions’. I had prepared 3 different scenarios, to be ready for any audience. Due to the poll before the session I decided to go for the ‘newbie’ scenario because the majority was new to Shared actions, and a considerable amount of attendees even to Advanced actions. That means that intermediate and advanced users were perhaps disappointed. To remediate I plan some blogs and examples as illustration. This is the first one.

Javascript and Shared actions

It is possible to have the command ‘Execute Javascript’ embedded in a shared action. When talking about games, randomization is mostly used but not a ready-to-go feature in Captivate. In the session I showed a very simple board game where the tossing of a dice is simulated, and the board cursor advances based on the result of the dice toss. That was realized with one shared action.

This game uses random numbers as well. It is a memory game which can be used in many variations due to the flexibility of shared actions, variables and multistate objects.


You will learn about the game rules in the game. There is an easy and a more complicated way to play the 3 games. Hope you don’t keep only the easy one if you are in for some memory training:


Have fun!

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Memory Game – Part 1: ChemMem

In this post I share my good old fashioned memory game where you check two tiles at a time to try and find a match.

For each match you will receive one point but for each pair you turn over that do not match, you will lose a point. See how good your memory really is.

With each new game – the tiles will be the same but they will be scrambled up a little for you. After ten rounds are you able to have a positive score? The odds might be against you – but if you have a great memory, you can come out on top!

I plan to work on cleaning up the code since it is a bit rough around the edges. I hope to try and make this a bit easier to customize before sharing the project file with you all.

In the meantime – can you go a full 10 rounds by matching Elements from the Periodic Table with their atomic numbers? It might be fun to post screenshots of your best scores to see who has the best memory!


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How to turn video into deep learning

Wenn heute nach Trends im Online-Lernen gefragt wird, stehen Videos bzw. kurze Erklärfilme hoch im Kurs. Doch funktionieren Videos als Lernangebote auch? Donald Clark erinnert in seinem Beitrag vor allem an das Zusammenspiel von Kurzzeit- und Langzeitgedächtnis:

„Quite simple, we engage in teaching, whether offline or online, to get things into long-term memory via working memory. You must take this learning theory into account when designing video content. When using video we tend to forget about working memory as a limitation and the absence of opportunity to move working memory experiences into long-term memory.  We also tend to shove in material that is more suited to other media, semantic content such as facts, figures and conceptual manipulations. So video is often too long, shows points too quickly and is packed with inappropriate content.“

Welche Konsequenzen bedeutet das für den Einsatz von Video? Donald Clark erklärt, dass es flankierende Maßnahmen braucht („The mistake is to see video as a learning medium in itself.“) und führt drei Punkte näher aus: „The first is repeated access to the video …“; „The second is to take notes …“; „The third, is far more effective and that is to engage in a form of deeper, effortful learning that involves retrieval and recall. …“ Hier kommt AI ins Spiel und eine hauseigene Lösung des Autors. Ein interessanter Beitrag, der sehr anschaulich Grundlagenwissen mit einem aktuellen Trend verbindet.
Donald Clark, Donald Clark Plan B, 19. Mai 2019

Bildquelle: Hermes Rivera (Unsplash)

Using Brain Science to Improve Learning

Do you find it easier to learn something new, from scratch, or build on existing knowledge? Most of us would find it easier to build on knowledge that we already have. This is because remembering new things is easier if we can connect it to things we already know and remember. Let’s look at his in more detail….

Neuroscientists have discovered that the brain levers four variables during the learning process. These are; attention (A), generation (G), emotion (E), and spacing (S). This is known as the AGES Model. As eLearning designers, let’s look at how we use these variables to improve learners’ attention and engagement, to generate new connections and insights, arouse emotions and motivation, and to space learning out increasing the chance of long-term memory and learning. After reading this blog, you should also be able to identify eLearning design that is not conducive to learning, according to brain science. The areas of the brain that work together to make learning happen are; the hippocampus, the neurotransmitter dopamine and the amygdala.


The hippocampus is a part in the brain that is responsible for creating memories and scans show that this area becomes active when paying attention, focusing and during the learning process.

I’m sure you already know, based on your own experience, that attention is a key variable in the learning process. The hippocampus regulates our emotions. It’s a small organ located in the front and center of the brain and connects the both sides of the brain. Our sensory nerves (from all five senses), travel into the Hippocampus. Neuroscientists have discovered that our ability to remember and recall learned information is directly linked to the level of hippocampus activity, and as we mentioned before, activity in the hippocampus, results in attention and focus.

Neurotransmitter dopamine.

Neurotransmitters are chemicals that communicate information throughout our brain and body. They transmit or relay signals. They tell your heart to beat, your eyes to close, your toes to move. They affect concentration, rewards, motivation and mood among other things, but most importantly to eLearning, is that they affect the ability to learn and remember.  When dopamine is released, it signals the brain to move the information from the short-term memory into the long-term memory. As designers, we therefore need to ensure that dopamine is released during the learning process. We can do this by motivating the learner and providing rewards. But how do we motivate someone? Good question, this is a whole new blog topic, however I will quickly cover the Growth vs Fixed mindset theory of Carole Dweck. A growth mindset is one that believes that learning is possible and with effort and hard work, you can improve and obtain your goals. A fixed mindset is when a person knows they are useless at playing soccer so gives up on sport all together and says ‘I’m useless at sport’. Angela Duckworth is a psychologist that conducted a study on successful people to try and identify common traits or skills of successful people from different industries. What she discovered was that, the only common denominator was what she labelled ‘grit’. Grit is someone’s desire, drive, passion to obtain their goals. She also identified Carole Dweck’s Growth Mindset as being one of the few theories that promotes grit in people, as a means for success. So basically, people need to have the right mindset to begin learning. It might be advantageous to have participants complete a growth mindset course first or incorporate an introductory subject to stimulate a growth mindset, early on in the course.


The amygdala is two almond shaped parts, attached to the hippocampus. Each side holds a specific function in how we perceive and process emotion. The right and left portions of the amygdala have independent memory systems, but work together to store, encode, and interpret emotion.

The amygdala signals the hippocampus to pay attention and remembering. So, connecting with the learner emotionally, will arouse the amygdala which will help learning happen.

So how do we accommodate the AGES model?

We need to limit distractions and ensure the learning is taking place in a safe, conducive learning environment so that the learner pays ATTENTION.

We need to try and link the new knowledge to knowledge already retained by the learner, to increase meaningful connections and GENERATION. The more connections and meaningful associations we have to memories, the more likely we are to remember. If learners can put the information into a context that is familiar to them, they are more likely to remember it. A great example of this is when we were taught fractions at school. How many of you found it difficult to work out how much ¼ of something was? But as soon as the teacher drew a pizza, we all knew exactly how much we were going to get. The concept of fractions is easier to grasp in a familiar context.  Ask how questions that require looking in and reflecting on one’s self. Reflection also stimulates generation. Asking the learner to reflect on the content, in a context that is familiar to them will, stimulate insight, formulate mind maps-connecting the dots in their mind, and help them remember.

As we all know, and as mentioned previously, the right level of EMOTION will help learners pay attention. To help attain the right level, it is also useful to consider using the first, second or third person perspectives when designing material. I have written about this in a previous blog. Triggering emotions, will trigger the hippocampus to pay attention and start learning. Even negative emotions such as anxiety can be harnessed in the learning process. An example of this is asking as learner to read their work out to the group. The learner may feel nervous and anxious about doing this, but it will also inspire the learner to try harder, so that they are not embarrassed. There is of course appropriate and inappropriate times for that approach.

SPACING is about spreading the learning out over time. It is much more effective than cramming all of the information into one session. This is because part of the memory process is recall. If a learner wishes to strengthen their memory, they need to practice recalling information. It’s a process of storage and retrieval. Providing several opportunities during the course for a learner to reflect and recall information will provide better outcomes.

If you incorporate the AGES model into your design, along with other elements like the learner perspective (first, second & third person), you should find your learners more motivated and engaged.

Your Two Kinds Of Memory: Electronic And Organic

Hier das Beispiel, mit dem Annie Murphy Paul in die Fragestellung einsteigt: “A young doctor-in-training examines a new patient. Should she draw information for the diagnosis from her “E-memory” - electronic memory, the kind that’s available on a computer? Or should she dip into her “O-memory” - organic memory, the old-fashioned sort that resides in the brain?”

Eine Arbeitsteilung, so Annie Murphy Paul im Folgenden, scheint sinnvoll: Für das Suchen, Speichern und Überprüfen nutzen wir das Netz, für das Assoziieren, das Verbinden und das Reflektieren unseren Kopf. Wobei sich selbst hier mehr und mehr intelligente Programme und Algorithmen als Unterstützung anbieten. Ende offen.
Annie Murphy Paul, The Brilliant Report, 6. August 2014