Educational Technology Research and Development Volume 41, Number 3, ISSN 1042-1629
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)
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 https://www.learntechlib.org/p/164736/.
Wing S. Cheung, University of Wollongong, Australia
Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 578–581
John P. Dolly, University of Hawai’i at Manoa
Society for Information Technology & Teacher Education International Conference 1995 (1995) pp. 836–839
Gary G. Breegle, David Lipscomb University
Society for Information Technology & Teacher Education International Conference 1994 (1994) pp. 271–274
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
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
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
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