An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Deubel, P. (2003). An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design. Journal of Educational Multimedia and Hypermedia, 12(1), 63-90. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/17804.

Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 12, Issue 1, 2003
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JEMH

Author

Patricia Deubel, Educational Consultant,Ohio, USA

Abstract

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 Gagné'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.

Keywords

• Educational Technology
• Instructional Design
• Interaction
• Multimedia

Also Read

• Efficacy of Instructor Feedback on Written Work in an Online Program
• How to integrate games or game elements in educational multimedia: a typology of educational game use
• Accelerating the Use of Weblogs as an Alternative Method to Deliver Case-Based Learning
• Graduate Students' Perspectives on the Meaningful Nature of Online Discussions
• Using Edutainment Software to Enhance Online Learning
• Usage Analysis in Learning Systems
• Fostering Critical Engagement in Preservice Teachers: Incorporating Weblogs Into Multicultural Education
• Do Entry Characteristics of Online Learners Affect Their Satisfaction?
• Supporting E-Learning with Technologies for Electronic Documents
• Learning Theory and Instruction Design Using Learning Objects

Tags