Multimedia Learning Design based on Learning Object Technology

H. Samaras, D. Bousiou, T. Giouvanakis, and K. Tarabanis (Greece)


Multimedia educational software, cognitive load, adaptive instruction, learning object technology, prior knowledge, support for processing, active cognitive processing


This article proposes a model of multimedia learning and a methodology for designing and developing effective multimedia learning content based on this model. Beginning with established theories of multimedia learning such as the Cognitive Load Theory and the Cognitive Theory of Multimedia Learning, we have attempted to provide a model of interactive multimedia learning and to develop an environment capable of providing effective personalized learning experiences for different learners that are dealing with complex knowledge domains. The model takes into account current trends from the field of multimedia learning research by incorporating several significant parameters. These are: a) the knowledge level of the learner, b) the manipulation of germane and intrinsic cognitive load, c) the support provided by the multimedia learning environment, and d) the active cognitive processing encouraged of learners by the environment. On a technical level, the design and development of the multimedia learning environment implemented is based on learning object technology and makes use of a simple user model.

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