Accessibility in learning design is fundamentally about equity amongst all students. The first step to achieving this equity is recognizing that barriers arise for some students not only because of disability, but due to design. In the material, Kat Homes (2019) explains that “disability is a mismatch between a person’s abilities and their environment”. This statement conveys idea that disability is an accessibility issue rather than a cognitive one. Viewing disability from this perspective shifts the responsibility from the learner to the designer in order to meet diverse needs by reshaping learning environments. By using the Universal Design for Learning (UDL) framework, educators can design accessible and inclusive learning experiences that accommodates learner diversity and removes barriers.
The UDL framework emphasizes that accessibility should not be an afterthought, but the core part of a design process. As a tennis coach, I mostly teach group lessons, and through reading this module I’ve realized that us coaches must apply these principles on court just as much as they do online or in a classroom. Each student of mine within a group has different strengths, learning preferences and physical abilities. By intentionally designing these lessons to account for diversity, us coaches can create a learning environment where every player feels that their learning is properly supported. For example, when putting players into drills I both describe and demo the skill, offering multiple ways to engage. Doing this I am applying UDL principles like multiple means of representation, action and expression.
An open educational resource I have used in the past and strongly reflects the theories learned in this class is PhET Interactive simulations from the University of Colorado Boulder. PHet offers free, open accessed simulations that allows learners to experience STEM concepts through interactive digital experiments. As a neurobiology student, I have used this resource to test concepts that were initially difficult to grasp with text and still visuals alone.
PhET closely relates to Merrill’s First Principle of Instruction by centering learning around tangible, problem based scenarios. Each simulation/experiment invites learners to use their prior knowledge to attack new ideas and concepts through direct manipulation variables with the experiments. This process concludes with integration of learning, with learners reflecting on outcomes while connecting new insights. By guiding learners through this cycle of activation, application and integration, PhET applies Merrill’s vision of learning as an active problem.
On the other hand, PhET also embodies Mayer’s Principles of Multimedia Learning, especially the modality, coherence and contiguity principles. The Modality principle is reflected in how PhET implements visuals that compliment, rather then overload text explanations. The coherence principle is evident in the platforms clean design, where unnecessary information is removed. Finally, the contiguity principle is demonstrated by how text labels, visuals, and actions are presented in close proximity, allowing learners to easily connect information. Overall, these design choices reduce cognitive load and help form strong mental connections to scientific ideas.
While I believe PhET is highly effective, it could further improve by becoming more accessible. Expanding on features such as audio narration, closed captions, language expansion support and colour contrast would make this OER more inclusive for diverse learning needs.
Doing these projects for this course so far has shown me that the design process is a cycle of creation, reflection and improvement that results in a more meaningful learning experience. Furthermore, I have learned design is not linear, rather it is iterative and a constantly growing entity. Each stage whether is determining a problem, finding a solution, refining a prototype, builds on each other and encourages new insights. This approach has helped me view my work as a series of evolving prototypes rather than final products.
For Challenge A, my process was mostly creative. I used divergent thinking to brainstorm humorous ways teach tennis scoring, then convergent thinking to narrow ideas onto a cohesive story board. Looking back I can see how I used iteration, applying the feedback that I received from the peer reviews. For Challenge B, My group has used the backward design. Our plan was to first determine our learning goals, then build our videos around them by identifying what we wanted new EAFC players to learn. This approach helped us stay focused on the leaners experience.
Overall, going through these design process has helped me see my projects for this course and others are not as final products. They are prototypes that can always evolve through feedback and reflection.
Our group is creating three short one minute videos that will apply real world learning concepts to teach someone how to play the video game EAFC. We chose this topic because EAFC is the best-selling sports franchise and it is a game that we have invested significant time and interest in. We also chose it as EAFC can be complicated to new players who may struggle to understand the layers of gameplay, strategy and team management. Our videos will aim to show that video games can also be an educational medium that can help players learn in a fun engaging way.
Each video will be a minute long and use simple text, visuals and gameplay clips, applying Mayer’s multimedia principles to teach new players how to play EAFC 26.
Context and Audience:
EA 26 is the most realistic football game in the world, the ability to use hundreds of players and teams, several styles of play and game modes each relating to an aspect of football helps submerge the player in the game making you feel like you’re on the pitch or controlling the action. For our videos our age demographic is for age 10 plus as EA 26 is rated E for everyone 10 plus on specifically on xbox and playstation. Extreme cases include younger players still learning to play with their parents and expect players that just need little tips and tricks to master the game. Specially this is for players with basic knowledge of how to play video games and know the layout of a controller.
The reason that we decided to use EA 26 as our educational video is because it is one of the best selling games in the world currently and all time and as football is the most popular sport in the world we thought that this would be the most useful game to teach to reach the largest audience. This game itself is known to be an addictive game and safe to play when played in a responsible way. However it is easy to become frustrated and disgruntled when losing or just not understanding all the controls. In a study by Amani M. (2023) we found that fifa is surprisingly a stressful game leading to mental health decline thus one of our goals is to reduce this by helping understand the game better.
Our goal is to give people access to an incredibly fun game while possibly having them learn about the game of soccer in the background. Typically the average user may know the basic controls of a game but we hope to explain several different controls in the first video, then in the 2nd different ways to customize your team set up and in the third how to apply it to the game play. From this we hope to give users a new perspective and a feeling of freedom as they will now unlock the ability to play to the style that suits them.
The psychographics of this project are of the target audience. I have seen that most players are motivated by achievement and mastery and want to feel competent and improve and outplay players for their own fun or ego. Players these days have shorter attention spans and want to learn faster through short videos and tik tok shorts which fits a 1 minute video goal perfectly to explain rapidly and efficiently EAFC 26. The project video reaches audiences that want to learn faster,feel improvement instantly and enjoy mastery of the game without long expectations. This will respect players’ competitive spirit and with respect to their time.
POV Statement
A new or inexperienced EAFC player who feels overwhelmed by the game’s controls, strategies and customization options needs short, easy to follow video tutorials/lessons in order to learn the basics, feel confident while playing and enjoy the game to its full potential.
Learning Objectives
By the end of our three videos, learners will be able to…
Identify the basic controls and gameplay mechanics needed to play EAFC.
Understand how to customize and organize their team to play different playstyles and tactics
Apply the learned techniques in game situations to improve performance
Recognize that video games like EAFC can be an educational tool for learning new skills.
Ideation
Figure 1. Brainstorming session for “How to play EAFC” video series
Our planning process began with a brainstorm, to determine what EAFC concepts we would like to teach to beginners and what would be the best way to get these points across in our videos. We discussed our own experience with the game while also asking others who play the game both competitively and casually. We came to the conclusion that most beginners struggle with controls, customizing their team, and applying strategy during matches. The brainstorm also includes our ideas on how we will structure our videos using gameplay clips, voice overs, text overlays and visual cues to enhance engagement.
Our most promising prototype is a three-part video series that progressively teaches players how to play EAFC:
Video 1 introduces the basic controls and movement mechanics.
Video 2 explains how to customize your team, formation and tactics.
Video 3 shows how to use these skills effectively during gameplay.
Script
Video 1: -Basic controls how to play EAFC
Intro
Voiceover:
“If you’re new to EAFC, Here we will teach you the basic controls in under a minute”
Movement and Sprinting
Visual: Player dribbling with left stick, then sprinting.
Text overlay: “Move: Left Stick, Sprint: RT (Xbox) / R2 (PlayStation)”
Voiceover:
“Use the left stick to move your player, and hold RT on XBOX or R2 on PlayStation to sprint whether you’re attacking or pressuring”
Passing:
Visual: Player passing between teammates.
Text overlay: “Pass A/X, Through Pass Y/Triangle, Long Pass X/Square”
Voiceover:
“To pass, press A on Xbox or X on PlayStation. For a through ball when a teammate is running forward, use Y or Triangle. Finally for a long pass use X or Square.”
Shooting:
Visual: Player takes a shot on goal.
Text overlay: “Shoot: B / Circle, Finesse Shot: RB + B / R1 + Circle”
Voiceover:
“We will teach you the two most important ways to score in EAFC. When it’s time to score either press B or Circle. When shooting while cutting in from the wings hold RB or R1 while shooting for a finesse shot that curves into the goal”
Defending:
Visual: Player closing down and tackling.
Text overlay: “Tackle: B/Circle, Slidetackle X/Square, Jockey: LT/L2”
Voiceover:
“When out of possession, press B/Circle to tackle or X/Square to slide tackle (can mention this is more dangerous.) To stay in front of your opponent, hold LT or L2 to jockey and block their path.”
Video 2: – How to customize your team, formation, and tactics
Intro
Voiceover: Do you want to dominate every game? Let’s set up your formation and tactics
Access team management
Show team management on the screen
“This is the hub where you control your team and create a style of play”
Formation picking
“ A formation that matches your game style is needed to be able to outplay the opponent.
“Do you like attacking then use……”
“Do you play more defensive and want to counter then use…..”
“You like quick passes then use……”
Player roles
“Here you can pick who you want taking your corners,penalties and free kicks, also can pick the captain that will lead your team to victory”
Customize tactics
“ Here you can fine tune yout tactics, Do you want to drop back and play defensive or be on the front foot applying pressure”
Vid 3: Gameplay
Narration: With all the skills you have acquired it is time to use all the skills in in game
Time Real game situations and it starts with defense , defense start timing the tackle right then you can quickly counter and score that goal
“ show game play”
narration :you have 5 subs allowed you can sub in a defender to solidify defenses or an attacker to change the offense dont forget the higher the rating the better the player
Show game play of subs
Principles Applied
Dual Coding Theory
The Dual coding theory will be applied in this project as verbal and visual channels are used to improve understanding and memory. Through narration from our voices and relatable game play demonstration to building connections. By combining these too cognitive load is benefited as there is a reduction in overload, they can follow narration while observing action.
Coherence principle
This principle states that people learn better when unnecessary material is excluded. In our case we will be doing this by avoiding narration and music that does not support learning, side jokes or flashy translations that do not relate to the goal. This video is only one minute as well so this is one of the most important principles to be aware of to make sure the goal is achieved without overcomplicating it.
Segmenting
Segmenting will be used as our videos are split in a series meaning that each video connects to the next and keeps improving your skills building one after another by laying a solid foundation for the next. This is important so the viewer does not feel gaps in their knowledge that are limiting them from receiving the most out of the videos.
Personalization Principle
As research shows that people learn better when presented using conversational language over formal speech. Our narration will use encouraging informal speech that will teach the game as simply as possible while providing enough info to accomplish the goal.
Peer Feedback
All four reviewers provided both positive and constructive feedback on our EAFC video prototype. The reviewers appreciated the creativity, clarity, and educational potential of our videos because of their engaging and accessible design. They also appreciated how our prototype successfully connects learning concepts to EAFC, teaching fundamental gameplay features such as controls, team set up and strategy in short digestible segments. They also noted the relevance of our topic, especially because EAFC is a popular and widely played game that naturally motivates learners to engage with the material. Furthermore, the reviewers also felt that the project was highly effective at bridging both entertainment and learning, which overall makes education more fun. Finally, they also praised our strong application of Mayer’s multimedia principles, particularly the Coherence, segmenting, signalling and modality principles. They commented that the prototype was well organized, visually supported, and easy to follow, while also being aligned with the backwards design principles (starting with clear goals and building content around them).
Constructive suggestions of our prototype focused on improving pacing, consistency, and the interactivity of our project. Recommendations for our prototype included reinforcing the modality principle by implementing voice overs, creating summary slides to aid transitions, and incorporating more interactive/reflective elements for the learners. Additionally, another suggestion focussed on refining the script formatting to ensure a smoother narration and alignment between visual and audio. Another reviewer recommended the addition of visual or auditory cues to better signal transitions between different gameplay concepts. Finally, one reviewer expressed an interest in seeing how we would implement animations alongside our visuals to enhance engagement and elevate learning experience.
Reflect and Refine
In our project we worked very hard to create a finished and polished project that reflected multimedia principles and took into account many different perspectives coming from peer review and each other. Many things that worked well for our project and that all stemmed from my partner and I chemistry. I believe we worked well together because we had similar ideas and thus this led to us being able to bounce ideas off each other while also offering suggestions and criticisms when needed. I feel this led to our learning process being very productive as we were able to combine and use different design processes naturally to build a foundation of an idea and produce the final product. We feel as if the ADDIE model was very useful because it gives us space to refine our ideas and different steps in the process and I felt like it forced us to go back and reflect during the process instead of after the process.
The gameplay footage and controller overlay used the dual channel from Richard E. Mayer’s Cognitive Theory of Multimedia Learning which used the visual and auditory pathways enabling learners to build a more effective mental model of gameplay mechanics. This was originally very hard to include in the project as the interface is hard to find on the internet then we had to time it with the gameplay footage, but we agreed that this was one of the most vital parts of the video. We reflected on past videos that we had seen from youtube as inspiration and we thought about how important that was to us to help our learning of a specific video game. We were able to resolve this issue by finding free basic software and instead of connecting it to the game directly we recorded the gameplay and the controller overlay separately.
In the future if we had the opportunity to redo this project we would change the structure of the third video and create a review video to promote active processing. As explained in the article by oxford learning this increases engagement and encourages long term learning over short term. We feel this is important to reinstate our ideas to make sure that engagement is at its maximum thus creating an environment that the viewer will get the most out of. In the prototype we had to revise the script to fine tune it down to the most important basics of fifa because as we were recording the 1 minute time window was very small. We also changed the context and goals to make it clear that this video is for EA fc 26 not to teach about how to use a controller and how to use a gaming system. This was from reflection based on peer feedback that we valued and included in the project.
This was challenging because the 1 minute format forces you to add the most important aspects of the idea. An article by Santiago, E explains that even though it is hard to fit so much content in such a short time it allows for more creativity causing the viewer to be curious. The article also explains how it can apply to the emotional side of a person very quickly drawing them thus making the short form video very effective. This is why we think that this type of multimedia is the future and will continue to gain popularity. An issue with this type of media is the depth tis limited and almost all continent will be surface level, however while we agree that it is a limitation we also feel that it is a strength because it limits exogenous cognitive load as there is not enough space to add extra information that could overload the viewer and reduce the amount of learning.
Individual Reflections
Devin’s Reflection
For this project, my main contributions focussed on the video editing and construction process. I was in charge of assembling our ideas and video/audio fragments into a cohesive and visually engaging final product. This involved creating transitions between videos, applying controller overlays, and aligning visuals and narration. Zikora and I worked collaboratively on the brainstorming, storyboarding, recording, and scripting phases of this project. Here we developed the structure, tone, and generated the learning objectives of our videos. I thought Zikora did a great job on creating gameplay clips and content that flowed with each other and was especially easy to work with in the editing process. Going forward, I think we could improve by incorporating with more creative editing styles now that I have more experience editing videos. Another aspect I think we could have improved on was the interactivity of our videos. In future videos we could incorporate interactive how-to elements where the learners can play along with the video.
Zikora’s Reflection
My major contribution to this project was developing and organizing the main visuals and overall content for each video by creating gameplay clips that aligned with our learning objectives. I felt like Devin, and I collaborated very effectively in making the videos. We divided the work very effectively to accommodate both of our strengths. He decided to take the lead on the editing and video construction portions which allowed me to be creative with the content creation aspect. Overall, our teamwork was very balanced, and we communicated effectively throughout the process. For future projects, I think we could improve our videos by refining the pacing and transitions between sections. I think that would make the videos flow smoother and would be easily achievable now that we have some editing experience.
Sources
Amani M. (2023). Psychological Effects of FIFA, PES, and Clash of Clans Games on Young Men at Risk of Developing Internet Gaming Disorder. Addiction & health, 15(1), 31–38.
Our group is creating three short one minute videos that will apply real world learning concepts to teach someone how to play the video game EAFC. We chose this topic because EAFC is the best-selling sports franchise and it is a game that we have invested significant time and interest in. We also chose it as EAFC can be complicated to new players who may struggle to understand the layers of gameplay, strategy and team management. Our videos will aim to show that video games can also be an educational medium that can help players learn in a fun engaging way.
Each video will be a minute long and use simple text, visuals and gameplay clips, applying Mayer’s multimedia principles to teach new players how to play EAFC 26.
Context and Audience
EA 26 is the most realistic football game in the world, the ability to use hundreds of players and teams, several styles of play and game modes each relating to an aspect of football helps submerge the player in the game making you feel like you’re on the pitch or controlling the action. For our videos our age demographic is for age 10 plus as EA 26 is rated E for everyone 10 plus on specifically on xbox and playstation. Extreme cases include younger players still learning to play with their parents and expect players that just need little tips and tricks to master the game.
The reason that we decided to use EA 26 as our educational video is because it is one of the best selling games in the world currently and all time and as football is the most popular sport in the world we thought that this would be the most useful game to teach to reach the largest audience. This game itself is known to be an addictive game and safe to play when played in a responsible way. However it is easy to become frustrated and disgruntled when losing or just not understanding all the controls. In a study by Amani M. (2023) we found that fifa surprisingly a stressful game leading to mental health decline thus one of our goals is to reduce this by helping understand the game better.
Our goal is to give people access to an incredibly fun game while possibly having them learn about the game of soccer in the background. Typically the average user may know the basic controls of a game but we hope to explain several different controls in the first video, then in the 2nd different ways to customize your team set up and in the third how to apply it to the game play. From this we hope to give users a new perspective and a feeling of freedom as they will now unlock the ability to play to the style that suits them.
The psychographics of this project are of the target audience. I have seen that most players are motivated by achievement and mastery and want to feel competent and improve and outplay players for their own fun or ego. Players these days have shorter attention spans and want to learn faster through short videos and tik tok shorts which fits a 1 minute video goal perfectly to explain rapidly and efficiently Ea 26. The project video reaches audiences that want to learn faster,feel improvement instantly and enjoy mastery of the game without long expectations. This will respect players’ competitive spirit and with respect to their time.
POV Statement
A new or inexperienced EAFC player who feels overwhelmed by the game’s controls, strategies and customization options needs short, easy to follow video tutorials/lessons in order to learn the basics, feel confident while playing and enjoy the game to its full potential.
Learning Objectives
By the end of our three videos, learners will be able to…
Identify the basic controls and gameplay mechanics needed to play EAFC.
Understand how to customize and organize their team to play different playstyles and tactics
Apply the learned techniques in game situations to improve performance
Recognize that video games like EAFC can be an educational tool for learning new skills.
Ideation
Figure 1. Brainstorming session for “How to play EAFC” video series
Our planning process began with a brainstorm, to determine what EAFC concepts we would like to teach to beginners and what would be the best way to get these points across in our videos. We discussed our own experience with the game while also asking others who play the game both competitively and casually. We came to the conclusion that most beginners struggle with controls, customizing their team, and applying strategy during matches. The brainstorm also includes our ideas on how we will structure our videos using gameplay clips, voice overs, text overlays and visual cues to enhance engagement.
Our most promising prototype is a three-part video series that progressively teaches players how to play EAFC:
Video 1 introduces the basic controls and movement mechanics.
Video 2 explains how to customize your team, formation and tactics.
Video 3 shows how to use these skills effectively during gameplay.
Script
Video 1: -Basic controls how to play EAFC
Intro
Voiceover:
“If you’re new to EAFC, Here we will teach you the basic controls in under a minute”
Movement and Sprinting
Visual: Player dribbling with left stick, then sprinting.
Text overlay: “Move: Left Stick, Sprint: RT (Xbox) / R2 (PlayStation)”
Voiceover:
“Use the left stick to move your player, and hold RT on XBOX or R2 on PlayStation to sprint whether you’re attacking or pressuring”
Passing:
Visual: Player passing between teammates.
Text overlay: “Pass A/X, Through Pass Y/Triangle, Long Pass X/Square”
Voiceover:
“To pass, press A on Xbox or X on PlayStation. For a through ball when a teammate is running forward, use Y or Triangle. Finally for a long pass use X or Square.”
Shooting:
Visual: Player takes a shot on goal.
Text overlay: “Shoot: B / Circle, Finesse Shot: RB + B / R1 + Circle”
Voiceover:
“We will teach you the two most important ways to score in EAFC. When it’s time to score either press B or Circle. When shooting while cutting in from the wings hold RB or R1 while shooting for a finesse shot that curves into the goal”
Defending:
Visual: Player closing down and tackling.
Text overlay: “Tackle: B/Circle, Slidetackle X/Square, Jockey: LT/L2”
Voiceover:
“When out of possession, press B/Circle to tackle or X/Square to slide tackle (can mention this is more dangerous.) To stay in front of your opponent, hold LT or L2 to jockey and block their path.”
Video 2: – How to customize your team, formation, and tactics
Intro
Voiceover: Do you want to dominate every game? Let’s set up your formation and tactics
Access team management
Show team management on the screen
“This is the hub where you control your team and create a style of play”
Formation picking
“ A formation that matches your game style is needed to be able to outplay the opponent.
“Do you like attacking then use……”
“Do you play more defensive and want to counter then use…..”
“You like quick passes then use……”
Player roles
“Here you can pick who you want taking your corners,penalties and free kicks, also can pick the captain that will lead your team to victory”
Customize tactics
“ Here you can fine tune yout tactics, Do you want to drop back and play defensive or be on the front foot applying pressure”
Principles Applied
Dual Coding Theory
The Dual coding theory will be applied in this project as verbal and visual channels are used to improve understanding and memory. Through narration from our voices and relatable game play demonstration to building connections. By combining these too cognitive load is benefited as there is a reduction in overload, they can follow narration while observing action.
Coherence principle
This principle states that people learn better when unnecessary material is excluded. In our case we will be doing this by avoiding narration and music that does not support learning, side jokes or flashy translations that do not relate to the goal. This video is only one minute as well so this is one of the most important principles to be aware of to make sure the goal is achieved without overcomplicating it.
Segmenting
Segmenting will be used as our videos are split in a series meaning that each video connects to the next and keeps improving your skills building one after another by laying a solid foundation for the next. This is important so the viewer does not feel gaps in their knowledge that are limiting them from receiving the most out of the videos.
Personalization Principle
As research shows that people learn better when presented using conversational language over formal speech. Our narration will use encouraging informal speech that will teach the game as simply as possible while providing enough info to accomplish the goal.
Sources
Amani M. (2023). Psychological Effects of FIFA, PES, and Clash of Clans Games on Young Men at Risk of Developing Internet Gaming Disorder. Addiction & health, 15(1), 31–38.
I chose this video on the stock market because when I initially started investing I was very lost and intimidated especially by the big question, “what do I invest in?” This made me turn to media like videos such as this one to learn the basics. Now investing has turned into something that I’m both very interested in and feel knowledgeable about, even though there is still much more I can learn.
When examining this video through the lens of Mayer’s multimedia learning principles, we can see that it blends with informative narrative to simplify a daunting topic like investing. This relates strongly to the modality principle. This principle emphasizes that people learn better when presented in both visual and auditory modalities, as opposed to relying on visual and auditory formats or text alone. A part of the video that I really liked was the utilization of a Craigslist listing as an analogy to why stocks go up and down due to supply and demand. This use of an analogy matches well with the personalization principle. The Personalization principle states learning is more effective when information is presented in a conversational style or through familiar, relatable examples. By comparing stock volatility to a Craigslist listing, the video makes an abstract economic concept much more approachable. Overall, this video shows how effective multimedia design can turn confusing and intimidating concepts such as investing into clear and approachable lessons that are memorable to the learner.
This comic was created to make the confusing nature of scoring in tennis more approachable for new players of all ages. I am a former top 10 junior for my age category and am currently a university level player. For the last 5 years now I have also been a tennis coach. The reason I chose this topic is because I find that many beginner and intermediate level players struggle with the scoring system.
A goal of mine through this project is to see if I can use this comic that I created with my students to make learning more fun and engaging.
The Process:
The Challenge(rs):
Beginner and intermediate level players often struggle to grasp the complexity and uniqueness of tennis scoring.
Context and audience:
The typical audience for this comic will be beginner players from adults who have recently developed an interest for the game to kids as young as four years old. I have seen in my years of coaching that new players of all ages struggle with the scoring system. The main need for these students (besides technical work) is a clear simple and engaging explanation of how tennis scoring works so they can either develop an interest in professional matches or feel more confident in their own. This comic format is especially suited for kids, since it allows for visuals, humour and a linear explanation of the rules.
In more extreme cases, the audience could include people without a sports background or those who find sequences and rules intimidating. For these learners, the comic must provide both factual accuracy and relatability. That is why the main character is often depicted as overwhelmed or confused, much like those who may be reading the comic. Furthermore, The friendly and welcoming guide as well as the humour (eg. tug of war gag for deuce) reduces learning related stress and makes tennis scoring more approachable.
Demographically, the audience of this comic is broad spanning from youth athletes, recreational players and even sports fans who like watching tennis but don’t understand the rules. Although this comic is targeted to a wide range of people, I believe this form of learning best caters to young kids learning the game. Psychographically, the learners are motivated by curiosity and potentially have a desire to further understand the sport (to potentially fit in with a social group) or by improvement as they want to have a deeper understanding of scoring to better apply tactics. Behaviourally, these are hands-on learners who benefit from repetition, analogies, and seeing concepts applied in real-world game contexts.
Overall, the comic addresses practical and emotional needs. It simplifies a confusing system, reassures learners that feeling of confusion and overwhelmingness are ok, and motivates them to develop a deeper understanding and engagement with the sport. By the end of reading this comic the reader should feel confident in the rules of scoring, while also understanding that full mastery of scoring and the sport in general requires more application. This balance of knowledge and humor makes the comic appealing to both beginners and casual tennis fans alike, satisfying both its educational and entertainment objectives.
POV statement:
A beginner tennis player who feels overwhelmed by tennis’s confusing scoring system needs a simple, engaging and accessible explanation so that they can confidently follow and play in matches, while also recognizing that learning to play the sport itself will take further effort.
Learning objectives:
Primary objectives:
Learners will be able to explain the basic scoring system (love, 15, 30, 40 and game).
Learners will be able to describe the rules of deuce and advantage (especially the recurring concept that you have to win by two points).
Learners will be able to differentiate between games, sets and matches as well as understanding how many sets are required to win a match.
Learners will be able to recognize how tiebreakers work and why they are used.
Sub-objectives:
learners will understand why tennis uses a non linear scoring system.
Learners will be able to identify when scoring resets.
Learners will begin to understand the sequence of serving rules especially in tiebreaks.
Secret/Implicit objectives:
Promoting sports literacy.
Creating a greater interest/appreciation for the the sport, by showing there is a human side to learning tennis.
Model that feelings like confusion are ok to have.
PLANNING:
IDEATION:
To begin my brainstorming, I created a mind map (above image) of any ideas surrounding my central question “what topic should I do my comic on?” From here I engaged with topics surrounding my major (neurobiology), study habits and other ideas around tennis. This helped me look at all my options while still surrounding myself with topics that interest me.
My most promising prototypes:
A comic where a confused beginner learns the tennis scoring system step by step, with guidance from the racquet mascot.
A gag-based explanation of unusual terms like “love,” “deuce,” and “advantage,” using visuals
Storyboard/Script Draft:
Page 1:
Panel 1: A confused beginner tennis player stands on a court scratching his head. Dialogue: “Why does tennis scoring make no sense?”
Panel 2: The racquet mascot appears cheerfully. Dialogue: “Don’t worry — I’ll walk you through it!”
Panel 3: Scoreboard graphic: Love → 15 → 30 → 40 → Game. Mascot explains: “It’s just four points to win a game, but we use special names.”
Page 2:
Panel 1: Player looks more confused, notebook in hand. Dialogue: “Wait… why not 1, 2, 3, 4?” Mascot shrugs: “Tradition!”
Panel 2: Split panel: Score shows 40–40. Mascot says: “That’s called deuce!” Player sighs: “Of course it is…”
Panel 3: Visual gag: Two players in tug-of-war labeled “Advantage” vs. “Deuce.” Caption: “You must win by two points in a row.”
Page 3:
Panel 1: Mascot points to a pyramid: bottom = Game, middle = Set, top = Match. Dialogue: “You need 6 games to win a set, and 2 sets to win the match!”
Panel 2: Player collapses in exhaustion after winning one set. Dialogue: “Whew, I’m done!” Mascot replies: “Nope, just the beginning.”
Panel 3: Scoreboard shows 6–6. Player confused again: “So now what?” Mascot: “Time for a tiebreaker!”
Page 4:
Panel 1: Mascot explains tiebreak rules: “We count 1, 2, 3 up to 7 — but you still must win by 2.”
Panel 2: Player at baseline, thought bubble: “Which side do I serve on???”
Panel 3 (Final): Player looks proud holding a racket. Dialogue: “I finally get the scoring!” Ball flies wildly out of bounds. Mascot: “Now let’s work on your serve…”
Principles applied:
While designing my comic, I applied Mayers educational multimedia principles to ensure that the explanation of tennis scoring was not only engaging but also instructionally effective. The Multimedia principle is applied heavily in this comic by combining visuals and short text explanations. This is seen through the usages of analogies like tug of war or the scoring pyramid. The coherence principle is also used by only focusing on key rules (games, sets, matches, deuce and tiebreaks) giving the reader enough information to have a game of their own and leaving out extra unnecessary details. Finally, the personalization principle is seen through the usage of a friendly guide like character to prompt dialogue and make the learning less intimidating.
Prototype:
Peer feedback:
The peer feedback I received on my prototype was very positives, with my peers noticing both my passion for this topic as well as my knowledge and ability to create a product that simplifies a confusing topic. They felt like the step-by-step explanations along with humour and visuals was well suited to explaining tennis scoring.
Two main suggestions stood out to me. The first was to lean more heavily into the humour especially through the usage of analogies as readers may understand these concepts better. The second suggestion was to increase the presence of the guide character to make the comic feel like more of a conversation between a learner and a teacher (mascot).
Reflection:
One element of my prototype that worked well was the overall idea to use humourous visuals and situations to explain the confusing scoring rules of tennis. Peers noticed that the step-by-step structure as well as the usage of a mascot guide with a friendly tone made the comic highly approachable.I believe that I executed the idea of pairing a confused learner with a knowledgeable guide. This allows readers to both identify with the character while still receiving clear instruction. This tightly aligns with Mayer’s Multimedia Principles, which highlights how learning improves when text and visuals are combined to support understanding (Mayer, 2009).
I felt like I received very useful feedback from my peers. They noted that my initial prototype explained the rules accurately, they especially enjoyed the moments of humour and suggested to lean further into that aspect of the comic to keep sustained engagement. The second suggestion that I should increase the amount of character-character dialogue between the mascot and learner helped me reframe the comic as more of a casual conversation as opposed to a lecture. If I were to refine further, I would want to add an interactive factor such as discussion or quiz prompts within the panels to prompt constructive dialogue between educators and students. This would align with Clark and Mayers segmenting principle. This principle emphasizes breaking material into chunks and letting learners process information actively (Clark & Mayer, 2016).
I believe that the main strength of this educational medium is that comics are highly accessible and appealing to a large range of demographics. They are highly effective at conveying ideas through visuals, storytelling and humour which in turn lowers barriers to learning. However, Comics do have their limitations. Comics are static images making them unable to provide immediate feedback compared to interactive multimedia options. This limitation means comics work best as an introduction or explanation to a topic, not as a stand alone teaching method.
Overall this project, showed me the importance of effective multimedia that balances clarity, engagement and personal connection. What worked well was the approachable format, use of humour and the conversational guide. In the future, (as I have to create some forms of media as a coach) I would like to improve on the degree of interactivity. By using what we have learned about Mayer’s design principles, the final product is substantially improved in comparison to my prototype. This particularly demonstrates how humour and storytelling can make complex systems feel approachable and understandable.
References:
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
As I have started researching and working on our educational comic project, I have been looking into strategies that will help effectively convey messages by combining text and visuals. During my early stages of research I learned about the multimedia learning principles. These principles emphasize that on average people learn better when information is presented through a combination of both text and images, compared to when each is presented independently (Digital Learning Institute, n.d.) An example of this are the Mayer’s principles. The Mayer’s principles suggests that using visuals along side with short and concise text may help learners process and retain information more effectively. This is because visuals support our understanding while the text provides clarity and structure (especially for visual learners).
I have also explored what is the best way for planning and presenting my final comic. Firstly, for planning my comic I contemplated between online or hand drawn storyboarding techniques. Online tools make it easier to create and adjust layouts however, I preferred the creative freedom and flexibility that is provided by freehand brainstorming. On the other hand, for my final draft I predict that using digital tools will be more effective because it will allow for cleaner presentation and easier editing as my fine motor skills are not my greatest strength. I believe this combination of using both hand-drawn and online resources will allow me to balance the planning/creative stage of this project, ensuring the my final comic will be both engaging and informative.
Hello, my name is Devin Zucko and I am a 21 year old neurobiology major in my fourth year at UVIC. I grew up in Vancouver and eventually moved out to Victoria with my family making UVIC an easy choice to complete my undergrad. During high school, I really took to the sciences (especially life sciences), making my university degree a no brainer. The more classes I took, the more I became fascinated with learning about the brain eventually leading me to my neurobiology concentration.
Growing up I always had an interest in sports coming from a family where my dad was university level soccer/tennis player and my mom being a national level badminton player. I took especially towards soccer and tennis like my dad which you can still find myself competing in today. Sports have also opened up other doors for myself including work opportunities. I started coaching tennis at 16. I started as an attendant and have worked my way up to being a team leader for new and experienced coaches.
Within the last year I have been fortunate enough to do a lot of travelling with friends and family, seeing a total of 8 countries with some of the highlights being guatemala, portugal and Italy. Over the summer I was able to attend my aunts wedding in London where I enjoyed seeing my family and all the sites. In the photo below I am pictured farthest to the right.
In this course I am interested in the content but more so I want to learn what its like to work online/from home. This includes learning to better use multimedia tools by presenting work across different platforms
