Multimedia Learning: Are We Still Asking the Wrong Questions?

Autor/in	Rey, Gunter Daniel
Titel	Multimedia Learning: Are We Still Asking the Wrong Questions?
Quelle	In: Journal of Educational Multimedia and Hypermedia, 19 (2010) 1, S.103-120 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Instructional Design; Teaching Methods; Computer Assisted Instruction; Information Retrieval; Multimedia Materials; Outcomes of Education; Educational Improvement; Instructional Materials; Visualization; Animation; Short Term Memory; Spatial Ability; Experiments; Natural Sciences; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Visualisation; Visualisierung; Kurzzeitgedächtnis; Räumliches Vorstellungsvermögen; Erprobung; Naturwissenschaften; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	The article discusses problems that arise from comparing different kinds of presentation modes such as texts, pictures or animations with regard to learning outcome. These comparisons are confounded with or depend on other variables like quality of the instructional design, learning content, familiarity with the presentation mode as well as learners' willingness to invest mental effort. Other variables concern the implicit stimulative nature to make a prediction, interactivity possibilities, the fit between the type of information presentation and information retrieval, the level of delivery media (e.g., books or computers), the level of sensory modalities and the fixation of learning time. Due to these problems, comparing different kinds of presentation modes seems to be an inappropriate research approach and will not lead to general conclusions. Instead, other research approaches are presented and critically discussed like elaborating, extending or contrasting theories of multimedia learning, testing design principles or investigating moderator variables. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10