Multimedia Instructional Design Corresponded to Cognitive Psychology

  • Authors:

  • Hongjuan Zhang;Yunxia Wang;Baohua Zhao;Guijie Li;Yongjian Lou

  • Affiliations:

  • Hangzhou Dianzi University, Hangzhou, China;Hangzhou Dianzi University, Hangzhou, China;Hangzhou Dianzi University, Hangzhou, China;Hangzhou Dianzi University, Hangzhou, China;Hangzhou Dianzi University, Hangzhou, China

  • Venue:
  • Advances in Blended Learning
  • Year:
  • 2008

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Abstract

Multimedia extends the amount and type of information available to learners, but multimedia itself doesn't mean effective learning outcomes. A successful instruction needs to be designed with a great deal of consideration. And it is assumed that multimedia instruction messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not. From years of empirical teaching experience in computer courses and series of teaching experiments, we conclude some multimedia instructional design strategies. Firstly, this paper introduces Mayer's Cognitive Theory of Multimedia Learning and Hede and Hede's integrated model of multimedia effects on learning. Then, it presents seven multimedia instructional design principles to create meaningful and effective learning materials based on some cognitive theories.