How to Design Educational Multimedia:A “Loaded” Question

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Grace-Martin, M. (2001). How to Design Educational Multimedia:A “Loaded” Question. Journal of Educational Multimedia and Hypermedia, 10(4), 397-409. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/8443.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 10, Issue 4, 2001
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JEMH

Author

Michael Grace-Martin, Cornell University, USA

Abstract

This article reviews a wide range of research literature and makes the argument that the existence of "cognitive load" is not necessarily a bad thing in the design of educational multimedia-as opposed to the design of software applications/tools. It also presents a model of educational multimedia learning that delineates different types of cognitive load induced by multimedia and evaluates their differential contributions-or, alternatively, hindrances-to successful learning. Suggested design solutions and techniques are offered based on empirical data, as well as logical outcomes of the proposed model.

Keywords

• Cognition
• Learning Outcomes
• Multimedia

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