Integrated Model of Multimedia Effects on Learning Article
Andy Hede, University of the Sunshine Coast, Australia
Journal of Educational Multimedia and Hypermedia Volume 11, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Research on multimedia and related instructional technologies over many years has been characterized by inconsistent findings about their effects on learning. This is because of the myriad of contingent factors that have been shown to moderate multimedia effects. This article offers a model that is designed to integrate the main elements identified in the literature and also to describe their key inter-relationships. There are 12 elements in the model, each representing a theoretical construct, which can be operationalized as a variable. Learner style constitutes the independent variable, with learning as the dependent variable. The other elements are visual input, auditory input, learner control, attention, working memory, motivation, cognitive engagement, intelligence, reflection, and long-term storage, each of which is either an intervening or moderating variable or in some cases both. The elements in the model have causal or associative links with other elements. The proposed model is seen as useful in highlighting the complex nature of multimedia effects on learning and in fostering instructional design which addresses this complexity.
Hede, A. (2002). Integrated Model of Multimedia Effects on Learning. Journal of Educational Multimedia and Hypermedia, 11(2), 177-191. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2018 from https://www.learntechlib.org/primary/p/15105/.
© 2002 Association for the Advancement of Computing in Education (AACE)