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PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH
Article

, Biomedical Multimedia Unit, Australia

Journal of Interactive Learning Research Volume 15, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract This paper suggests that researchers need to reconfigure their conception of multimedia based interactivity. By integrating and extending earlier conceptions of the construct, it is argued that the cognitive processes of users should be central rather than peripheral to interactivity research. A model is presented in which interactivity is described as a continuous dynamic interplay between instructional events, students’ actions (functional interactivity) and their cognition (cognitive interactivity). The relationships between these components of the model are discussed, as are two potential benefits of interactivity - increased intrinsic motivation and more favourable learning outcomes. The way in which the model can be used to frame and structure further research on interactivity is discussed and emphasises the need to simultaneously assess functional and cognitive interactivity for specific instructional events.

Citation

Kennedy, G. (2004). PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH. Journal of Interactive Learning Research, 15(1), 43-61. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

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Cited By

  1. The Influence of Interactivity on Student Achievement

    James Helfrich, Brigham Young University - Idaho, United States; David Coffland, Idaho State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 818–828

  2. Video Game Violence and Interactivity: Good News for the Classroom

    Patricia Boechler & Martin Mrazik, University of Alberta, Canada; Rebecca Watchorn, Universityof Alberta, Canada; Rebecca Georgiou & Karon Dragon, University of Alberta, Canada

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 2307–2312

  3. A Pragmatic Framework for Promoting Interactivity in E-Learning

    Haomin Wang, Dakota State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 158–163

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.