You are here:

Journal of Educational Multimedia and Hypermedia

January 2009 Volume 18, Number 1


Gary H. Marks

Search this issue

Table of Contents

Number of articles: 5

  1. Generative Learning Strategies and Metacognitive Feedback to Facilitate comprehension of Complex Science Topics and Self-Regulation

    Hyeon Woo Lee, Kyu Yon Lim & Barbara Grabowski, The Pennsylvania State University, United States

    Comprehension of complex science topics occurs from the creation of new understanding of the information by the learner. However, learners are not very successful generating their own meaning,... More

    pp. 5-25

  2. The Effects of Spatial Visualization Ability and Graphical Navigational Aids on Cognitive Load and Learning from Web-Based Instruction

    Andrew Morozov, University of Washington, United States

    This study contributes to research investigating the effects of individual differences and online instructional design on learning. Learning performance was compared across three hypertext formats... More

    pp. 27-70

  3. Evaluation of Educational Multimedia Support System for Students with Deafness

    Onintra Poobrasert, National Electronics and Computer Technology Center, Thailand; Nick Cercone, Faculty of Science and Engineering, York University, Canada

    The use of a multimedia program as a teaching tool, especially for special needs students, offers sufficient and personal attention to the student using it, while allowing instruction to proceed at... More

    pp. 71-90

  4. Teacher-Guided Interactive Multimedia for Teaching English in an EFL Context

    Roland Tsai, Idaho State University, United States; Michael Jenks, Yuanpei University, Taiwan

    This quasi-experimental study explored the effect of a Teacher Guided Multimedia CD-ROM program as a supplement in teaching vocabulary acquisition to EFL students. Eighty seven juniors in the Food ... More

    pp. 91-111

  5. Analysing the Effectiveness of Learning Objects for Secondary School Science Classrooms

    Robin Kay & Liesel Knaack, University of Ontario Institute of Technology, Canada

    The current study offers a comprehensive, systematic analysis of learning objects used in secondary school science classrooms. Five reliable and valid measures were used to examine the... More

    pp. 113-135