Transmedia text goes beyond fiction narratives. Application for tablets are becoming more relevant to education and support teaching and learning beyond fiction. Muscle System Pro III (MSP3) is an example of an interactive text that supports biomechanics teaching and learning as well as self-motivated study. Zammit (2016, p8) lead a study into students responding to literature through iPads, apps and multimodal texts. As her study proves students are able to be immersed in their own learning. With the 1:1 device program, in many schools, students are able to develop independence with their own learning, catering their individual interests and learning needs within a subject. While Zammit focuses on Literature she discusses ‘real time’ learning, enhanced individual productivity and positive understanding of specific knowledge through quality applications (apps). The underlying research is around multimodal apps, the focus of individual access to a device, and how educational apps have the potential to be integrated across curriculum learning. MSP3 is an immersive application encouraging independent learning through its interactive functions, allowing students to enter their own notes and self-assess themselves – aligning with the Zammit’s findings of ownership of learning.
Parker (2014, slide 36) identifies some considerations, including cost, which can be a legitimate barrier. However, MSP3 is a reasonably priced application, particularly as its licence requires one purchase per user, at $14.99 for full access to the features with the benefits to learning can be justifying it to be worthwhile investment. MSP3 has been developed in collaboration with Stanford University School of Medicine and Elseiver, both credible and authoritative bodies within education. It is an interactive learning application to support the learning of the muscular system, which can complement by other anatomical apps, such as the skeletal system. The student can interact with each muscle, with rotating the images 360 degrees, remove layers to isolate each individual muscle and view them in 3D. Each muscle is animated with its range of motion, includes automated pronunciation and personal notes can be added, as well as sharing with peers. The student is able to select quiz to test their knowledge. An overall, interactive, immersive and dynamic app that will support teaching and learning of the muscular system, on either android or IOS systems.
When learning the variety of muscles, to which there are a great deal to remember, rote learning alone cannot be sufficient. There is more to just knowing the muscles, but also understanding them and their purpose. Rote learning has its place, “…a precursor to real learning” (Hirsh-Pasek, Zosh, Golinkoff, Robb & Kauffman, 2015, p 14). Real learning, as suggested by Hirsh-Pasek, et al. is when practice to gain a better understanding of the why we learn and how it can support further knowledge and skills. In the case of MSP3, students are interacting with the muscular system takes students into a constructive learning model, a more engaging learning model. To see, locate, and remember each muscle is rote, to manipulate them, make notations and understand the movement of each muscle takes students on through the active and visually supported learning process – that is constructive learning.
While Hirsh-Pasek, et al. outline the concerns about apps in the classroom, they also expand on the possibilities of integrating enhanced educational apps. Lamb (2011, p15) discusses interactive fiction as “nonlinear through links (hypertexts)”, MSP3 is a biomechanical text for learning about the different muscles of the body. Every layer of muscle is easily accessible through user interface widget creating interactivity within the app. The menu within MSP3 allows the user to navigate through features and connect with the content, providing a sense of ownership of learning for the user and enhancing their conceptual learning – drawing parallels from Lamb’s (p14) interactive fiction findings and transferring them to interactive educational apps. This form of learning is a construction of new information in a meaning, and digital, environment (Hirsh-Pesak, et al. p 14). Furthermore, Hirsh-Pesak, et al. discuss the learning through meaningingful context, which MSP3 provides for students. By accessing location, rotating the muscles, and seeing their range of movements students are able to see their own body move in front of them, specifically highlighting particular areas leading to them making meaning of each muscle contributing to conceptual learning. This app is a learning tool that has the potential to empower the student, as Lamb (p 15) would present it, to take ownership of their learning by applying knowledge to their own body movements (Hirsh-Pesak et al. p 15), and by adding self-reflective ‘notes’ to the muscles. Muscle System Pro III can support the curriculum, teaching and constructive learning and potentially empower students to take more ownership of their learning.
References
3D4Medical. (2011). Introducing muscle system pro III for iPad. [Video]. YouTube. https://youtu.be/l7Eon88GTdY
3D4Medical. (2018). Muscle system pro III. [Application]. Elseiver.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. h>, Robb, M.B. & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest. 16(1), 3-34. doi: 10.1177/1529100615569721
Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and leading with technology, 39(3), 12-17. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/ login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live
Parker, J. (2013, December 18). When stories are more than paper: Transmedia trends in Young Adult Literature. Presentation at the YALSA 2012 YA Literature Symposium in St. Louis. http://prezi.com/l0j03_mb1dma/when-stories-are-more-than-paper-transmedia-trends-in-young-adult-literature/
Zammit, K. (2016, June). Responding to literature: ipads, apps and multimodal creation. Literacy Learning: the Middle School Years 2(24), 8-16. http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=ehh&AN=115073153&site=ehost-live