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1、EducInfTechnol(2006)11:21–32DOI10.1007/s10639-005-5711-7TowardsaparticipatorymultimedialearningmodelKristianKiiliCSpringerScience+BusinessMedia,Inc.2006AbstractThepurposeofthispaperistopresentaparticipatorymultimedialearningmodelthatcanbeusedindesigningmultimedialear

2、ningenvironmentsthatsupportanactivelearn-ingprocessandcreativeparticipation.Participatorymultimedialearningcanbedefinedaslearningwithsystemsthatenablelearnerstoproducepartofthelearningmaterialsthem-selves.Theaimofthemodelistorepresentthehumaninformationprocessingsystem

3、andtosupportthetransformationoffreecognitiveresourcesintoagermanecognitiveloadneededforknowledgeconstruction.Thepaperalsoelaboratesontheresultsofanempiricalstudyexaminingtheeffectivenessofstudent-generatedillustrations.Finnishelementaryschoolstu-dents(N=187)learnedabo

4、utthehumanimmunesystembyinteractingwithmultimedialearningmaterials.Studentsperformedbetteronaretentiontestwhentheygeneratedtheirownillustrationsbydrawingandwhenexplanationswerepresentedasanimations,comparedtostudentswhoreceivedonlytextualmaterialorgeneratedillustratio

5、nsfromimagesoffered.KeywordsMultimedia.Learning.Cognitiveload.Informationprocessing1.IntroductionTraditionally,technologyisusedtodeliverinformationtostudents.Itseemsthatthereisanassumptionthatknowledgecanbetransmittedfromteacherortechnology-basedlearningmaterialtostud

6、ents.However,thisassumptioniscontroversialtoideasofconstructivismthatrelyontheconstructionideaofknowledge.Accordingtoconstructivists,individualsmakesenseoftheirworldbyconstructingtheirownrepresentationsoftheirexperiences(Tytler,2002).Unfortunately,technologiesaretooof

7、tenusedassubstituteteachersthatdeliverinformationtolearnersratherthanaslearningtoolsthatsupporttheactivelearningprocess.Thisalsoappliestomultimediaenvironmentsthatareusuallypassiveandofferonlylimitedcapabilityforlearnerstobecreative.AccordingtoShneiderman(2003),wehave

8、todomorethanteachstudentstosurftheNet.Wehavetoencouragestudentstobecreativeandteachthemtomakethewavesforsurfing.Learningsessi