Cognitive Issues for Learning and Performance from Multimedia Interfaces: Implications for Design
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Kunnath, M.L. (2000). Cognitive Issues for Learning and Performance from Multimedia Interfaces: Implications for Design. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 1413-1414). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16317.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
Jacqueline Bourdeau & Rachelle Heller
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Table of Contents
The paper discusses factors that affect users' learning and performance when they interact with a computer interface. Research in Instructional Systems, Cognitive Science, Human Computer Interaction and Design and Human Factors show an overlap of findings. All disciplines contribute to understanding how the human and the machine relate to one another and offer some very useful insights in our quest to producing better designs for multimedia learning systems.
- The Validation of an Instrument Measuring TPACK
- Interactive Multimedia and Problem Based Learning: Experiencing Project Failure
- Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)
- A Taxonomy for Interactive Educational Multimedia
- Structure-Based versus Function-Based Method in Multimedia Courseware Design
- An Exploration of Teacher Attitude, Skill, and Tools as Predictors for the Integration of Technology in the K-12 Classroom
- Progressive Inquiry Learning Object Templates (PILOT)
- Scaffolding Learning through Multimedia Development
- Technology Integration by New Teachers: Is College Preparing Our Future Educators?
- A computer technology integration initiative: factors that contribute to use and non-use by the elementary classroom teacher
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