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Cognitive Constructivist Theory of Multimedia Design: A Theoretical Analysis of Instructional Design for Multimedia Learning
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, North Carolina Central University, United States

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper discusses the cognitive constructivist theory of multimedia design (CCTM). CCTM is a juxtaposition of three theories (Constructivist, Multiple Intelligences and Cognitive Theory of Multimedia) in designing multimedia products for instruction. Constructivist theory advocates for integrating and designing of multimedia instruction relevant to the prior experiences of the learner, promoting active learning, collaborating, personal autonomy, personal growth and alternative assessment. Multiple Intelligences advocates for integration of activities in a multimedia product that reflect human intelligences as defined by Howard Gardener; linguistics, logico-mathematics, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalist. Cognitive theory of multimedia on the other hand defines how learners construct knowledge using words, pictures, animations, videos and audio. This paper further explores how the integration of the three theories in creating a multimedia product stimulates and fosters higher level thinking skills.

Citation

Bull, P. (2009). Cognitive Constructivist Theory of Multimedia Design: A Theoretical Analysis of Instructional Design for Multimedia Learning. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 735-740). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 11, 2019 from .

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