Abstract
Noting that cognitive science has developed a number of theories relevant to learning and the development of thinking skills, this paper contains an attempt to broaden the limited application of cognitive science by developing four distinct categories of applicable cognitive theories for multimedia instructional design. The paper summarizes the four categories (organismic developmental, information processing, behavioristic, and contextualistic) to provide a more complete foundation from which to select an appropriate design philosophy. The paper then addresses how certain design features may appear in the context of computer-assisted instruction when built around the various cognitive theoretical stances. The paper concludes that contextualism (which incorporates the individual, the environment, and the system acting one upon the other) appears to hold the greatest promise for future research. (Contains 49 references.) (RS)
Citation
Ellis, M.E. Applying Cognitive Theories to Multimedia Instructional Designs. Retrieved March 28, 2024 from https://www.learntechlib.org/p/146524/.
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Cited By
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Designing New ICT Based Services for Training and Support
Joyce Beumer, Marion Wiethoff, Jelle Attema & Evren Akar, Delft University of Technology, Netherlands
EdMedia + Innovate Learning 2004 (2004) pp. 237–242
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