ERIC Number: EJ1055676
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: N/A
Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments
Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.
Journal of Education, v193 n2 p41-50 2013
Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and Baddeley's Theory of Working Memory. A review of five empirically supported design principles based on these theories (redundancy effect, modality effect, split attention principle, worked samples, and expert reversal effect) and of cognitive and memory characteristics of students with LD prompts questions for further research. Implications for computer-based and online learning environments are discussed.
Descriptors: Learning Disabilities, Cognitive Processes, Short Term Memory, Instructional Design, Learning Theories, Difficulty Level, Electronic Learning, Educational Theories, Multimedia Instruction
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: firstname.lastname@example.org; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A