PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH

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Kennedy, G. (2004). PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH. Journal of Interactive Learning Research, 15(1), 43-61. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/4530.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 15, Issue 1, January 2004
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JILR

Author

Gregor Kennedy, Biomedical Multimedia Unit, Australia

Abstract

Abstract This paper suggests that researchers need to reconfigure their conception of multimedia based interactivity. By integrating and extending earlier conceptions of the construct, it is argued that the cognitive processes of users should be central rather than peripheral to interactivity research. A model is presented in which interactivity is described as a continuous dynamic interplay between instructional events, students’ actions (functional interactivity) and their cognition (cognitive interactivity). The relationships between these components of the model are discussed, as are two potential benefits of interactivity - increased intrinsic motivation and more favourable learning outcomes. The way in which the model can be used to frame and structure further research on interactivity is discussed and emphasises the need to simultaneously assess functional and cognitive interactivity for specific instructional events.

Keywords

• Cognition
• Learning Outcomes
• Multimedia

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