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Key Factors and New Directions of Multimedia Learning Design

Key Factors and New Directions of Multimedia Learning Design
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Author(s): Haido Samaras (University of Macedonia, Greece), Thanasis Giouvanakis (University of Macedonia, Greece), Despina Bousiou (University of Macedonia, Greece) and Konstantinos Tarabanis (University of Macedonia, Greece)
Copyright: 2010
Pages: 21
Source title: Affective, Interactive and Cognitive Methods for E-Learning Design: Creating an Optimal Education Experience
Source Author(s)/Editor(s): Aimilia Tzanavari (University of Nicosia, Cyprus) and Nicolas Tsapatsoulis (Cyprus University of Technology, Cyprus)
DOI: 10.4018/978-1-60566-940-3.ch011

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Abstract

This chapter explores specific topics, issues and directions associated with multimedia and hypermedia learning environments. A key aim is to inform researchers, designers, and developers of multimedia learning systems as well as educators who wish to engage students in learning activities rooted in multimedia learning research and design of the critical factors that have had an impact on maximizing learning through multimedia. Strengths and pitfalls of multimedia learning design are discussed through the review of the important conclusions that two generations of multimedia research have contributed to multimedia design. Finally, emerging factors, which are currently formulating a third generation of multimedia design and learning research are presented.

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