Designing Instructional Computing Systems for Meaningful Learning

The design of instructional computing systems is discussed within the context of current psychological theories of meaningful learning and teaching. It is suggested that twelve “learning functions” must be engaged by either the instructional agent or the student if effective learning is to occur and that each function can be elicited in a number of equally effective ways. Examples are provided of ways in which these learning functions can be incorporated into an instructional computing system, and the instructional design process as it relates to instructional computing is discussed.

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