Broadening Established Theories of Multimedia Learning: An Extended Model of Multimedia Learning Design Based on Learning Object Technology
Thanasis Giouvanakis, Haido Samaras, Despina Bousiou, Konstantinos Tarabanis, University of Macedonia, Greece
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
A trend is currently being attempted in the multimedia learning technology field to examine the impact of certain additional and potentially significant parameters. Beginning with established theories of multimedia learning such as the Cognitive Load Theory and the Cognitive Theory of Multimedia Learning, we have attempted to provide a broader framework that more explicitly takes account of several of these parameters. The parameters included in the model discussed in this paper are the knowledge level of the learner, the manipulation of germane and intrinsic cognitive load, the support provided by the multimedia learning environment, and the active cognitive processing encouraged of learners by the environment. On a technical level, the multimedia learning environment is based upon the use of learning objects; the metadata packaging of the learning content has been used to provide information to the system concerning the above parameters in a standardized way. The paper discusses the design stages that were followed and focuses on particular development issues.
Giouvanakis, T., Samaras, H., Bousiou, D. & Tarabanis, K. (2006). Broadening Established Theories of Multimedia Learning: An Extended Model of Multimedia Learning Design Based on Learning Object Technology. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 507-514). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)