Face Off – Mayer v. Prensky: Two Views of Multimedia Instruction
Melodee Landis, University of Nebraska at Omaha, United States
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper compares and contrasts the work of Richard E. Mayer and Marc Prensky, two noted authorities on multimedia design and learning. Mayer represents a forward-thinking cognitivist/constructivist point of view whose research has produced a set of principles for multimedia design; Prensky is a critical theorist and futurist calling for a paradigm shift in how we teach today’s “digital natives.” An overview of each man’s theoretical perspective, principles of instruction and research findings are presented along with model programs reflective of each researcher’s work. An analysis of these two disparate approaches identifies areas of agreement and disagreement and culminates in a list of recommended actions to resolve the dilemma created by Mayer’s and Prensky’s opposing views.
Landis, M. (2008). Face Off – Mayer v. Prensky: Two Views of Multimedia Instruction. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1287-1295). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)