Animating to Build Higher Cognitive Understanding: A Model for Studying Multimedia Effectiveness in Education *

This paper presents a model for designing experiments to test the effectiveness of multimedia and other technological enhancements in education. It is based upon a discussion of an experimental study that examined the impact of one specific multimedia enhancement—animation—on a very specific aspect of learning—the ability to apply knowledge, for a well‐defined population—adult, continuing education students, in a highly specified knowledge domain–Boolean algebra.

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