PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH
Gregor Kennedy, Biomedical Multimedia Unit, Australia
Journal of Interactive Learning Research Volume 15, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract This paper suggests that researchers need to reconfigure their conception of multimedia based interactivity. By integrating and extending earlier conceptions of the construct, it is argued that the cognitive processes of users should be central rather than peripheral to interactivity research. A model is presented in which interactivity is described as a continuous dynamic interplay between instructional events, students’ actions (functional interactivity) and their cognition (cognitive interactivity). The relationships between these components of the model are discussed, as are two potential benefits of interactivity - increased intrinsic motivation and more favourable learning outcomes. The way in which the model can be used to frame and structure further research on interactivity is discussed and emphasises the need to simultaneously assess functional and cognitive interactivity for specific instructional events.
Kennedy, G. (2004). PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH. Journal of Interactive Learning Research, 15(1), 43-61. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
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