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Contribution to Book
Multimedia design and situational interest: A look at juxtaposition and measurement
Educational Media and Technology Yearbook (2014)
  • Tonia A. Dousay, University of Wyoming
Abstract
The use of images to enhance learning is a complex undertaking with a myriad of advantages and disadvantages. There are number of limitations and considerations related to static images, animations, or full simulations. Cognitive infl uences on the capturing of interest through the use of visuals and defi ning learner interest have been examined by decades of research. Cognitive processing models even go so far as to provide guidelines for consideration when employing media in learning. Nevertheless, little attention has been given to the use of specifi c multimedia model principles and their affect on learner interest. The problem is that many learners in multimedia learning environments experience a decreased intrinsic motivation to continue or complete lessons due to poor designs that negatively impact interest (Moreno, Mayer, Spires, & Lester, 2001). Thus, there is a need to explain the importance of learner interest and potential impact of multimedia design; essentially the way in which cognitive science research about visual images can be effectively applied to learning designs.
Keywords
  • situational interest,
  • interest,
  • multimedia learning,
  • CTML
Publication Date
2014
Editor
Michael Orey, Stephanie A. Jones, Robert Maribe Branch
Publisher
Springer
Citation Information
Tonia A. Dousay. "Multimedia design and situational interest: A look at juxtaposition and measurement" Educational Media and Technology Yearbook Vol. 38 (2014)
Available at: http://works.bepress.com/tadousay/6/