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Integrated Model of Multimedia Effects on Learning
Journal article   Open access   Peer reviewed

Integrated Model of Multimedia Effects on Learning

Andrew Hede
Journal of Educational Multimedia and Hypermedia, Vol.11(2), pp.177-191
2002
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Abstract

Specialist Studies in Education multimedia effects on learning learning style
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.

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