Abstract

Recent cognition research has provided new tools for analyzing priority allocation for revisions and innovations in teaching, such as the development of educational multimedia. This paper introduces a methodology for seeking information about the learning difficulty (element interactivity), the students' level of expertise and schema development, and the students' engagement with the content (germane cognitive load) which can then be used to guide the revision and innovation. An example is provided showing how a relative cognitive demand estimates obtained from staff and students may be used as a guide to prioritizing multimedia development. The method is shown to be very easy to use, providing all educators a new method, based on recent cognition research, for systematically organizing educational innovations.

Citation

Tuovinen, J. (2001). Cognitive Learning Analysis for Strategic Educational Media Development Planning. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1906-1911). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2022 from https://www.learntechlib.org/primary/p/9069/.

© 2001 Association for the Advancement of Computing in Education (AACE)

Keywords

• Cognition
• Multimedia
• Research Methods
• Students