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Journal of Educational Multimedia and Hypermedia

January 2004 Volume 13, Number 1


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. An Integrated Model of Multimedia Learning and Motivation

    Hermann Astleitner & Christian Wiesner, University of Salzburg, Austria

    Evidence from multimedia research is far from being conclusive because of producing confounding effects or of neglecting parameters. A major role within this shortcoming plays motivation, as... More

    pp. 3-21

  2. The effect of audio and animation in multimedia instruction

    James Klein, Arizona State University, United States; Carol Koroghlanian, University of Wisconsin—Eau Claire, United States

    This study investigated the effects of audio, animation, and spatial ability in a multimedia computer program for high school biology. Participants completed a multimedia program that presented... More

    pp. 23-46

  3. Teaching Computers to Tell Learning Stories: Using Critical Narrative Theory to Frame Design and Evaluation Strategies for Online Educational Experiences

    Rick Voithofer, Ohio State University, United States

    Through a critical analysis of Classroom Connect?s Quest experiences from 1998-2002, this study provides a framework for using narrative theory to guide the design and evaluation of educational... More

    pp. 47-72

  4. Group Participation and Satisfaction: Results from a PBL Computer-Supported Module

    Theresa A. Ochoa & Holli Gottschall, Indiana University, United States; Shannon Stuart, University of Wisconsin Whitewater, United States

    Special education policy requires schools to make disciplinary decisions concerning students with disabilities within a multidisciplinary team. In order to respond to this mandate, teacher... More

    pp. 73-91

  5. Digital Literacy: A Conceptual Framework for Survival Skills in the Digital era

    Yoram Eshet, Tel Hai Academic College, Israel

    Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which ... More

    pp. 93-106