Jennifer N.

Hudson

Coastal Carolina University

EDIT 720: Psychology of Instructional Technology

13 February 2017
 Table of Contents

I. Overview--------------------------------------------------------------------------------------3-4

II. Multimedia principles and learning theories----------------------------------------4-5

III. Redesigning the product----------------------------------------------------------------5-6

IV. Summary------------------------------------------------------------------------------------6

V. References------------------------------------------------------------------------------------7

VI. Appendices--------------------------------------------------------------------------------8-13

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I. Overview

MobyMax is an educational software that targets grades K-8. This is a web-based

educational program (Appendix A). There are many different subjects that are used in the program

(Appendix D). Some subjects include: mathematics, fact fluency, reading stories, reading stories

literature, reading stories informational, vocabulary, language/grammar, science, and social

studies (Willette & Willette, 2016). Students are given a challenge daily (Appendix C).

Students have differentiated instruction with diagnostic testing, progress monitoring,

adaptive lessons, assessments, IEPs, and daily goals. MobyMax finds learning gaps and fixes them

with personalized learning. Each child will have their own educational plan. Above level students

will be able to go further and so will students approaching level. Students will be able to work at

their own academic level. This program helps teachers differentiate their lessons well (Willette &

Willette, 2016).

The program teaches students to be better problem solvers, critical thinkers, and creative

students (Willette & Willette, 2016). MobyMax has students think deeper and discover rather than

to only be told. Students are fully engaged and learn many different concepts which are retained.

There is a mixture of direct and discovery instruction that takes place (Willette & Willette, 2016).

When students are able to get at least 40 hours of practice, grade levels typically increase

(Willette & Willette, 2016). Teachers are able to progress monitor their students. Teachers are able

to create formative, summative, diagnostic, and unit assessments and know exactly how students

are performing (Appendix H). The data could even be analyzed by student, class, school, and

district (Willette & Willette, 2016).

In addition, there is student motivation which includes: badges, contest, games, and daily

smiles (Appendix B & E). There are classroom tools too. The classroom tools include: whiteboard

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activities, worksheets, social wall, messenger, and student response system (Willette & Willette,

2016). There is also a parent portal, so parents can be connected and engaged to how their student

is performing academically.

This program finds and fixes the learning gap covering Common Core Standards, NGSS

(Next Generation Science Standards), and State Standards (Willette & Willette, 2016). MobyMax

was built closely to the Common Core standards (Willette & Willette, 2016). All the subjects and

data work close together.

Moby Max has recently received some awards too. It has received the 2016 EdTech Digest

Award for best e-Learning and Blended Learning Solution, the 2015 Education Software Review

Award for best Multi-Level Multi-Subject Website, and the 2016 Finalist for Best Science

Instructional Solution (Willette & Willette, 2016).

II. Multimedia principles and learning theories

MobyMax is a thought out program that targets many of the multimedia theories and

principles. Some of the learning theories and principles include empiricism, discovery learning,

repetition, the Gastalt Theory, situated cognition, and dual-coding theory.

Smith & Ragan (1999) stated that empiricism is when knowledge is obtained by experience

(pp. 17). In MobyMax students are able to experience what they are learning. Students are able to

utilize their senses to have a more all-inclusive learning experience.

Discovery learning is being done throughout different problems. Students have to move

and match items to have 100% accuracy (Appendix G). Discovery learning is when students are

discovering their own learning (Driscoll, 2005, pp. 115).

Even though there are plenty of opportunities for discovery learning. Repetition also plays

a role in MobyMaxs computer program. Repetition learning is when learners are told information

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than discovering (Driscoll, 2005, pp. 115). There are instances where students are given an

introductory lesson before the assessments (Appendix F). Students are given examples with text,

visuals, and animation to help them see the different ways to interpret the answer.

In the Gastalt Theory, Gastalt psychologists believed that knowledge comes from more

than just experience; it also involves the knower actively imposing organization on sensory data

(Driscoll, 2005, pp. 21). When students use MobyMax, students are actively organizing their

thoughts by using their sensory data. They have to rearrange answers using what they know and

what they are being introduced to.

There are two representations that make up dual-coding-verbal and nonverbal

representations. According to Clark and Paivio (1991), visual, auditory, and articulatory are some

components of the verbal system (pp. 151). Nonverbal representations include environmental

sounds, actions, and other nonlinguistic objects (Clark & Paivio, 1991, pp. 151). In MobyMax,

both of these representations are being used throughout the program. Students are seeing the visual

with animations, pictures, graphs, and charts. Students are able to listen to a person read the

question and the sound from the activities keeps them entertained to stay focus on the assignment.

Through students actions you can tell if students are engaged, motivated, or discouraged.

III. Redesigning the product

Fortunately after looking at this product, I have not seen any multimedia principles and

learning theories being violated. I would not like to re-design the entire program. However, there

is one thing I would like to add to the program. I think it is great that students are receiving

certificates at the end of a level, but I think it would be even better for students to see a creature

grow. When I refer to a creature, I am referring to an animated figure. I know on one of the

multimedia programs that I am currently using in my class, my class is able to see their growth in

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their fitness level after every brain break. The students are excited about the creatures growth,

and they love how they can choose the creature themselves once it is grown too. As a level is

mastered on MobyMax, students could see the creature grow larger. In seeing their creature grow,

students will be able to receive motivation to keep going.

IV. Summary

Overall, I really love this product. I love the fact that it is true differentiated instruction.

Students are able to take a diagnostic test that places them where they should be. All students are

able to work at their own pace and level. I have noticed that if students were able to get enough

minutes in for practice, the teacher would be able to see many gains.

Before their lesson begins, students are able to see a comic before they begin. I know

students love to see the joke for the day. Each day students have a new comic, so they dont ever

get tired of them. It keeps them anticipating the next day.

As a teacher, I love the fact that I can do progress monitoring. I am able to view daily

progress and progress over time. Being able to see how well students are growing academically,

helps me know which students may need more assistance and which students are ready for more

enrichment exercises.

Professionally, I believe this is a great multimedia product used for educational purposes.

I would use this in my class, school, and district. Since students will have their own personal login,

they could access the program at home as well. Parents could also use resources to assist in their

childs learning. Another added feature I enjoy is the step-by-step assistance that is given if a

student is struggling with mastery of a lesson. This product covers many subject areas and is a

great tool for students in kindergarten through eighth grade.

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 References

Clark, J.M., Paivio, A. (1991). Dual coding theory and education. Educational Psychology

Review, 3, 149-210.

Driscoll, M. (2005). Meaningful learning and schema theory. Psychology of Learning for

Instruction (3rd ed.). (pp. 111-152). Boston, MA: Allyn and Bacon.

Smith & Ragan (1999). Foundations of Instructional Design. Instructional Design (pp. 13-29).

New York: Wiley.

Willett, W. & Willett, G. (2016. MobyMax. [computer software]. Available from

http://www.mobymax.com/.

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 Appendix A
MobyMax Login Site
www.mobymax.com

Appendix B
MobyMaxs Comic Strip and Joke

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 Appendix C
MobyMaxs Daily Challenge Screen

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 Appendix D
MobyMaxs Subjects Screen

Appendix E
Students Personal Screen

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 Appendix F
Step-by-Step Lesson

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 Appendix G
Matching the Pieces

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Appendix H
Assessment

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