An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design
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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 of Educational Multimedia and Hypermedia
Volume 12, Issue 1, 2003
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
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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.
- Usage Analysis in Learning Systems
- Supporting E-Learning with Technologies for Electronic Documents
- The Connected Learning Space
- Learning Theory and Instruction Design Using Learning Objects
- Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning
- Towards a New Generation of Multimedia Learning Research
- Multimedia learning: Are we still asking the wrong questions?
- Challenges of Being an Instructional Designer for New Media Development: A View from the Practitioners
- Instructional Design in Distance Education (IDDE): Understanding the Strategies, Applications, and Implications
- Theories for Instructional System Design: A Critical Review
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