Multimedia Enhanced Educational Products as a Tool to Promote Critical Thinking in Adult Students

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Ellis, T.J. (2001). Multimedia Enhanced Educational Products as a Tool to Promote Critical Thinking in Adult Students. Journal of Educational Multimedia and Hypermedia, 10(2), 107-124. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/15188.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 10, Issue 2, 2001
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JEMH

Author

Timothy J. Ellis, Nova Southeastern University, USA

Abstract

The promise of multimedia as a tool for enhancing learning is indeed intoxicating. The prospect of actively engaging learners through multiple communication channels is, intu-itively, very compelling as a means of facilitating learning for a larger percentage of our students. This enthusiasm must, however, be tempered by two sobering facts: there is little scientific evidence in support of the value of multime-dia as an enhancement to a learning environment; the cost of multimedia production is so very great that, should it not prove effective, our educational system could be seriously impacted. This article describes a controlled experimental study that ex-amined the difference in one very specific aspect of learn-ing— development of critical thinking skills—that can be af-fected for adult students when presented with an educational product that features animation and interactivity. The results of this experiment do in fact lend support to the value of multimedia-enhanced educational products as a method of facilitating greater depth of learning.

Keywords

• Students
• Multimedia

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