Drag and Drop Interaction: Giving A 'Show Answer' Option

Hi Group

I was hoping I could get some inspiration from the group on this challenge.

I have a drag and drop interaction in Storyline where there are 9 images of faces, and each one needs to get dropped onto one of nine targets: one face onto each target.

This is working fine, but I'd like the learner to be able to wimp out and be able to give them a 'show me the answer' button. Ideally this would just move the faces onto the appropriate target.

I've thought of having duplicate images positioned in the correct places on a layer, and showing this layer if the learner wants to wimp out. But this seems a bit heavy handed. Does anyone have any more elegant ideas?

Thanks.

PeteB

14 Replies
Todd Thornton

@Pete,

FWIW, I've actually been thinking about using Screencasts more in these types of situations. Just recording the correct choices and using the video to really show them the answers. (along with commentary if required)

I'm also very forgetful and can't always remember why or how something was done. I doubt my memory will improve with time so rightly or wrongly I find myself  gravitating towards using more individual slides as opposed to layers and pulling up the reviews/solutions as lightboxes. That way there's also a verbal cue for me in Storyline view to double check any reviews/solutions get adjusted if the base slide/activity gets changed in any way. I'm using smaller/shorter projects so "extra slides" don't really both me. If you have massive projects or something where content is unlikely to change, I don't think it would matter.

We also reuse content so the added benefit to recording Screencasts/having separate slides is that it makes it easier to reuse the material in another part of the course. In your example, a Screencast solution that students would see if they gave up might also be included as a standalone video in a review portion of the course. The video/commentary would be new to those who completed the activity correctly the first time and it probably wouldn't hurt for those that didn't to watch a second time. (Depending on the length of the course)

Todd

"Feel free to take my advice with a grain of salt and a margarita or two"

Bruce Graham

Taking this a little further.....

In fact...I like this idea so much that I will consider it to be "the way to go" when people get an idea Incorrect on a quiz, (at least ask "Is it possible to give a "video" explanation".

This is a classic example of using the tools in a way that although obvious, seems to occur to few people.

Why just give a usual "slide and audio based answer", when (potentially...), one could do something much more interesting - video, screencam, animation, flipbook, 3D-modelling, even when the course does not specifically DEMAND it?

Example - the "usual" sort of thing....."Which of these 2 people would you hire", or (thinking aloud...) a Compliance course.

Instead of "No you got it wrong - blah blah blah", how about a video of an expert in the area explaining WHY you got it wrong, and the implications (legal, cost, reputation and otherwise).

Thanks Todd for the inspiration.

Bruce

Todd Thornton

@Phil @Bruce

I appreciate the compliments, but I think I'm the one that owes both of you several cases (maybe even a few kegs) for all the ideas you've posted over the years.

I did want to expand on two things. Your comments about showing people what they need to do was very intuitive. I (like many designers) used "fake questions" the first time somebody encounters a new type of activity in a course. (What color is the grass? the sky, etc.)

Recently, I've started recording a Screencast of the actual activities and giving them the first answer. (The most important answer) It hit me one day that "fake" examples didn't really help people understand the material in question so why not use the example of how to complete an activity as an extra opportunity to focus on at least one key topic. (In fact, you don't even always have to say something is correct if you want them to think about it) Of course the added benefit is that when they complete the activity they then focus on the key point first (two times total) and for new users they are less intimidated because if you did tell them/show them the first choice, they have at least one answer correct and it tends to get them in the flow quicker.  

The other general point about reusing this type of content is that I'd really recommend people upload finished Screencasts to a video service provider. I use Vzaar, but Brightcove is probably the most well known or I believe Kaltura is an open source solution. That way you should be able to update the Screencast in one place without having the embed code change throughout different places in your courses. In other words, recording a lot of Screencasts and using them in more than one spot can be a logistical nightmare if you don't have a good system to replace/make updates, etc.

Todd

Peter Brown

Wow! What a lot of good feedback - and so quickly. The forum alone makes Storline a worthwhile tool...

Like most things, no one approach will be the best one all the time, but the ones here are certainly worth bearing in mind under different circumstances.

A softer approach, which I've incorporated as well, where I'm giving clues rather than answers, is to have an additional an 'clues' screen popping up as a lightbox. I like the idea of giving clues as a first pass after an incrorrect answer as I think the learner's internal motivation will be bolstered and stuff will stick better if they have the opportunity to figure it out themselves.

Maybe if they don't get it after the clues, then a more didactic approach could be called for - or maybe the content is lacking and we need to go back a step.

Thanks for all the good advice - and encouragement that my first approach wasn't too far off the mark.

PeteB