Learning in High-Tech and Multimedia Environments

When do high-tech environments promote learning? The goal of this article is to offer one answer to this question by examining the classic distinction between media and method, in terms of their roles in promoting learning with technology. To this end, I first propose a cognitive theory of learning with media, from which a set of instructional design principles are derived. Then I review research in which the relative learning contributions of method and media are investigated, and I offer final reflections for future research.

[1]  M. Malbrán.  The Cambridge Handbook of Multimedia Learning , 2007 .

[2]  R. Moreno,et al.  Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback , 2005 .

[3]  R. Mayer,et al.  Role of guidance, reflection, and interactivity in an agent-based multimedia game , 2005 .

[4]  Roxana Moreno,et al.  The Cambridge Handbook of Multimedia Learning: Multimedia Learning with Animated Pedagogical Agents , 2005 .

[5]  R. Mayer,et al.  Personalized messages that promote science learning in virtual environments , 2004 .

[6]  Lisa M. PytlikZillig,et al.  Web Based Learning: What do we know? Where do we go? , 2003 .

[7]  R. Mayer,et al.  Nine Ways to Reduce Cognitive Load in Multimedia Learning , 2003 .

[8]  R. Mayer,et al.  Learning Science in Virtual Reality Multimedia Environments: Role of Methods and Media , 2002 .

[9]  R. Atkinson.  Optimizing learning from examples using animated pedagogical agents. , 2002 .

[10]  James C. Lester,et al.  The Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact With Animated Pedagogical Agents? , 2001 .

[11]  R. Mayer,et al.  Engaging students in active learning: The case for personalized multimedia messages. , 2000 .

[12]  Harold F. O'Neil,et al.  Aircrew Training and Assessment , 2000 .

[13]  R. Mayer,et al.  A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. , 2000 .

[14]  R. Mayer,et al.  Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity , 1999 .

[15]  R. Mayer,et al.  A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory , 1998 .

[16]  D. Massaro.  Perceiving talking faces: from speech perception to a behavioral principle , 1999 .

[17]  Larry Cuban.  Teachers and machines : the classroom use of technology since 1920 , 1986 .

[18]  R. Clark.  Reconsidering Research on Learning from Media , 1983 .