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ERIC Number: EJ847961
Record Type: Journal
Publication Date: 2005
Pages: 20
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-1449-5554
Participatory Multimedia Learning: Engaging Learners
Kiili, Kristian
Australasian Journal of Educational Technology, v21 n3 p303-322 2005
The purpose of this paper is to present a participatory multimedia learning model for use in designing multimedia learning environments that support an active learning process, creative participation, and learner engagement. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim of the model is to represent the human information processing system more exhaustively than its predecessor, the cognitive theory of multimedia learning, and to support the transformation of free cognitive resources into a germane cognitive load needed for knowledge construction. Flow theory is used as a framework to facilitate positive user experience and engagement in order to maximise the impact of digital learning environments. The proposed model is studied through an educational game, IT-Emperor. In this game university level students (n = 18) worked in a virtual production company as trainees who were hired to produce learning material about usability. The focus of this paper is on studying the usefulness of participatory multimedia learning tasks included in IT-Emperor and factors that have an influence on flow experience. Questionnaires and interviews revealed that content creation was reported as the main activity causing flow. Additionally, a positive connection between flow and learning was found. Although these results support the proposed model, more research on the topic is recommended. (Contains 4 figures.)
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A