A Multimodal Framework for Computer Mediated Learning: The Reshaping of Curriculum Knowledge and Learning

right when the control key is pressed: program mode

Figure 5.9

Multimodal representation of ‘move’ behaviour

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Figure 5.10

The students’ design of the game on paper

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Figure 5.11

The visual design of the game on Screen

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Figure 5.12

A diagram of the students’ gestures with the screen

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Figure 5.13

Chapter 6

Placing the T bounce left and right’ on the bullet

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Figure 6.1

Text book representation of ‘Particles’ and
‘states of matter’ in the form of diagrams

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Figure 6.2

Text book representation of ‘Particles’ and
‘states of matter’ in the form of photographic images

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Figure 6.3

Typical teacher representation of ‘states’ in classroom

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Figure 6.4

The opening ‘Hide Particles’ option screen of the topic
‘states of matter’ in Multimedia Science School

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Figure 6.5

The opening ‘View Particles’ option screen of the
topic ‘states of matter’ in Multimedia Science School

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Figure 6.6

The outer ‘frame’ of the screen represented in grey scale

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Figure 6.7

The ‘screen within the screen’ shown in grey-scale

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Figure 6.8

Three images from the stages in the transformation        224

from solid to liquid, with the ‘Hide Particles’ viewing option

Figure 6.9

The transformation from a solid to a liquid, with the
‘View Particles’ option

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Figure 6.10

The opening screen of the transformation liquid to solid
in the ‘Hide particles’ viewing option of the CD-ROM

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Figure 6.11

The transformation of a gas to a liquid in the ‘Hide
Particles’ viewing option

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Figure 6.12

The transformation of a gas to a liquid in the ‘View
Particles’ viewing option

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Figure 6.13

The Liquid to Gas screen with ‘View Particles’ option

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