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ERIC Number: EJ822348
Record Type: Journal
Publication Date: 2003
Pages: 28
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1055-8896
An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design
Deubel, Patricia
Journal of Educational Multimedia and Hypermedia, v12 n1 p63-90 2003
Typically, guidelines for design of interactive multimedia systems have been based on intuitive beliefs of designers rather than being founded on relevant research and theory. As advances in technology create new opportunities for education, it is important to use a range of theoretical perspectives to optimize use of new technology in teaching and learning. This article explores behaviorist and cognitive approaches to interactive multimedia instructional design (ID). Basic concepts, characteristics of ID, and comparisons between each are discussed. Interface design guidelines for learning with multimedia are presented, which link theory with practice in effective multimedia ID. Universal Design for Learning is described, which sheds light on future research in ID to accommodate the diversity of learners. Major conclusions include that no one theoretical foundation exists for ID practice that is suitable for all applications. Dick and Carey's behaviorist model, Willis' constructivist model, Reigeluth's Elaboration Theory, Keller's ARCS model, Merrill's Instructional Transaction Theory, and Gagne's learning hierarchy illustrate the abundance of theoretical frameworks to assist designers in decision making. Theories continually evolve or are revised as a result of research or critique by designers or theorists in the field. In the long term a blending of behaviorist and cognitive approaches seems inevitable.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A