Mental Models: Using Visual Concept Maps To Understand the Multimedia Learning Process

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Butts, L. & McNeil, S. (2003). Mental Models: Using Visual Concept Maps To Understand the Multimedia Learning Process. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 1496-1502). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18207.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Larry Butts, Sara McNeil, University of Houston, USA

Abstract

Designing and developing multimedia software is a complex and sometimes confusing process for students. Often, students use multimedia authoring programs and a collaborative instructional design process with little understanding of how the tools and the design process interrelate. In this study, teams of instructional technology graduate students in a two-semester multimedia design and development course used an authoring program to create multimedia software for real clients. This study examined the cognitive changes that occur when students begin to design and develop multimedia software. The comparison of visual concept maps at the beginning and end of the project provided insight into these changes in mental models, active memory data structures used to filter, interpret, and store new events.

Keywords

• Students
• Instructional Design
• Multimedia
• Software

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