期刊
JOURNAL OF COMPUTING IN HIGHER EDUCATION
卷 24, 期 3, 页码 182-208出版社
SPRINGER
DOI: 10.1007/s12528-012-9060-4
关键词
Distance education; Interactive multimedia learning; Cognitive load theory; Human cognitive architecture; Instructional design; Working memory
Evidence-based approaches to the design of the next generation of interactive distance education need to take into account established multimedia learning principles. Cognitive load theory is a theory that has significantly contributed to the development of such principles. It has applied our knowledge of major features and processing limitations of human cognitive architecture to enhancing the effectiveness of instructional methods and techniques. The paper describes major assumptions and principles of cognitive load theory followed by its general recommendations for instructional methods and techniques, and then by implications for the design of interactive multimedia learning in distance education.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据