You are here:

Empirically-Based Guidelines for the Design of Interactive Multimedia
ARTICLE

,

Educational Technology Research and Development Volume 41, Number 3, ISSN 1042-1629

Abstract

Presents a framework for organizing research and theory in the areas of psychology, pedagogy, and technology as they relate to interactive multimedia; and derives principles and implications for the design of interactive multimedia. Highlights include prior knowledge, the organization and utilization of knowledge, feedback, concept maps, and learner characteristics. (Contains 116 references.) (LRW)

Citation

Park, I. & Hannafin, M.J. (1993). Empirically-Based Guidelines for the Design of Interactive Multimedia. Educational Technology Research and Development, 41(3), 63-85. Retrieved March 22, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. What Teachers Need to Know About Hypermedia

    Wing S. Cheung, University of Wollongong, Australia

    Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 578–581

  2. Technology and Change in Colleges of Education

    John P. Dolly, University of Hawai’i at Manoa

    Society for Information Technology & Teacher Education International Conference 1995 (1995) pp. 836–839

  3. Linkway Live!: A Planning Tool For Reaching Consensus

    Gary G. Breegle, David Lipscomb University

    Society for Information Technology & Teacher Education International Conference 1994 (1994) pp. 271–274

  4. Cognitive Tools and User-Centered Learning Environments: Rethinking Tools, Functions, and Applications

    Toru Iiyoshi, Knowledge Media Laboratory, The Carnegie Foundation for the Advancement of Teaching, United States; Michael Hannafin, University of Georgia, United States

    EdMedia + Innovate Learning 2002 (2002) pp. 831–836

  5. Individualizing Instruction in a Web-Based Hypermedia Learning Environment: Nonlinearity, Advance Organizers, and Self-Regulated Learners

    Thomas Fox Mcmanus, Saginaw Valley Sate University

    Journal of Interactive Learning Research Vol. 11, No. 2 (2000) pp. 219–251

  6. Defining the Dimensions of a Formative Evaluation Program: A Multi-Method, Multi-Perspective Approach to the Evaluation of Multimedia.

    Gregor E. Kennedy, The University of Melbourne, Australia

    EdMedia + Innovate Learning 1999 (1999) pp. 604–609

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.