The Signaling (or Cueing) Principle in Multimedia Learning 论文

摘要

This chapter is a cautionary description of 10 of the questionable principles that have developed and seem to be widely shared about multimedia learning. The updated questionable beliefs include the expectations that multimedia instruction: yields more learning than live instruction or older media; is more motivating than other instructional media; provides animated pedagogical agents that aid learning; accommodates different learning styles and so maximizes learning for more students; and facilitates student-managed constructivist and discovery approaches that are beneficial to learning. The more recent additions and the focus of this discussion are expectations that multimedia instruction benefits learning by providing autonomy and control over the sequencing of instruction; higher-order thinking skills; incidental learning of enriching information; interactivity; and an authentic learning environment and activities. Finally, multimedia is confounded with the content of instruction, such as critical and higher-order thinking skills.