Richard Jones

EdTech 504 Summer 2014

Development and Integration of Multimedia in Cognitive-Constructivist Learning
Environments: An Annotated Bibliography

Introduction
As the implementation of Common Core approaches there is a growing movement
toward designing educational environments based on cognitive-constructivist learning theory.
This comes at a time when schools are increasingly attempting to implement a 1:1 computer-to-
student ratio in order to provide what is commonly referred to as a 21
st
Century education. This
shift in instructional approach and growth in computer accessibility will impact the nature of
multimedia development and its integration in the classroom. It is with this backdrop in mind
that I set out to research solutions to the complexity of designing and integrating multimedia
applications that go beyond behaviorist tendencies.
This annotated bibliography represents the first step in this process as I begin to collect
the resources needed to write an informed synthesis paper that addresses these issues. These
resources vary in scope and applicability to my focus; however, they will all play an important
role in allowing me to define multimedia, describe the nature of cognitive-constructivist learning
theory, explain the methods of implementing it in a classroom environment, discuss the
implications on teacher training, and detail the results of such changes on student learning
outcomes. These ideas along with the resources below will be the starting point as I move to
construct the synthesis paper described above.






Annotated Bibliography
Ali, M. Z. S. (2013). From objectivism to constructivism: The effect of a multimedia
constructivist learning environment on form four students achievement in science & its
impact on computer usage in learning. IOSR Journal of Research & Method in Education,
2(4), 32-51. http://dx.doi.org/10.9790/7388-0243251
This article details the findings of a study that compared the learning results between
science students in objectivist and constructivist learning environments built around
multimedia. The study was developed from other works in this field, most prominently
Jonassens constructivist design model and Alessis and Trollips courseware design. As
hypothesized, the constructivist approach yielded better learning results and higher levels
of productive computer use. This study was the most credible of all that I encountered
during this research due to the use of pre-tests and post-tests, the number of independent
and dependent variables that were considered, and the authors honesty about the
limitations and implications of the research. My only concern with the study is that all of
the testing questions were multiple choice. The purpose of this study was to determine
the benefits of constructivist learning environments; however, the article goes further by
suggesting several follow-up topics for future research based on these findings. This
article will provide my research focus with much needed evidence of the potential for
using multimedia in constructivist learning environments.
Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional
multimedia design. Journal of Educational Multimedia and Hypermedia, 12(1), 63-90.
Deubel examines the impact of behaviorism and cognitivism on the design of
instructional multimedia. She claims that neither of these theories supports all
multimedia applications on their own and will ultimately result in a blended approach to
design. The purpose of the article is to call for a new model of multimedia design that
unifies elements from multiple learning theories. Her opinions differ from some in this
field as she believes in considering learning styles during content creation; moreover, her
recommended user-interface breaks some multimedia principles supported by Richard
Mayer. The article fits my focus because it provides background information about the
evolution of multimedia in relation to the emergence of learning theories and gives
insightful information about multimedia elements that promote cognitive learning. The
authors credibility appears sound and unbiased; however, I do not support her belief that
these theories will ultimately merge. I say this because her argument is based partly on
the type of standardized testing that was prevalent when the paper was written, which
will likely change with Common Core.
Herrington, J., & Standen, P. (2000). Moving from an instructivist to a constructivist multimedia
learning environment. Journal of Educational Multimedia and Hypermedia, 9, 195-205.
This article reports the findings of a study involving the use of an instructivist multimedia
program within a constructivist environment. They base the need for such changes on the
shift from behaviorist to constructivist educational environments; moreover, they argue,
and I agree, that students are often not motivated to learn in didactic environments that
lack context and real-world application. One of the more powerful aspects of this piece is
the discussion about the advantages of using constructivist multimedia designs. They
admit to the difficulty associated with creating these products but emphasize the long-
term importance of such efforts. I agree that students should use multimedia to explore,
question, reflect, and collaborate in their efforts to construct meaning, but their
statements would have been more credible had they cited existing research from this
field. The purpose of the article is to detail the level of change that is needed to
implement multimedia in a constructivist environment. Their description of how to
establish such environments and the evolving role of the teacher relates closely to my
paper.
Leung, A. C. K. (2003). Contextual issues in the construction of computer-based learning
programs. Journal of Computer Assisted Learning, 19, 501-516.
http://dx.doi.org/10.1046/j.0266-4909.2003.00053.x
In this article, Dr. Leung describes four contextual issues that must be taken into
consideration when designing and implementing computer-based learning programs in
constructivist environments. He claims the need arises from the lack of a guiding
contextual framework for such endeavors. The article serves the purpose of calling for
researchers and instructors to use his contextual model as a springboard for further
examination and testing. A lack of prior research to back his model hinders the
credibility of the model itself; however, the individual elements within the four issues are
credible because they are backed by previous research and studies in this field. The
authors comments demonstrate a bias in favor of constructivist learning, but this does
not impact his credibility because the article is about overcoming contextual challenges
not the superiority of one theory. The components of this article that apply to my
research are the individual elements within the contextual issues as my synthesis paper
will need to address the impact of context on the success of multimedia integration in
cognitive-constructivist environments.

Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning
from multimedia communications by minimizing cognitive load. Journal of Educational
Psychology, 91, 638-643. http://dx.doi.org/10.1037/0022-0663.91.4.638
This article details the findings from a study that was conducted by members of the
Department of Psychology at UC Santa Barbara. The goal of the study was to determine
the ability of multimedia design principles to foster constructivist learning given the
nature of dual-channel processing and cognitive load. The purpose of the article is to
suggest that multimedia can be most effective in constructivist environments when verbal
and visual information are allowed to simultaneously exist in working memory. This is a
break from Mayers previous work as it challenges the notion that learning occurs from
concurrent verbal and visual presentation as opposed to concurrent processing within
working memory. This willingness to challenge his principles helps establish credibility.
Those who disagree with the cognitive theory of multimedia learning would likely raise
credibility issues because the study is predicated on the dual-channel theory. This article
addresses my research because it provides evidence that multimedia can promote
constructivist learning when cognitive loads are minimized, thus allowing learners to
select information and build new meaning from it.
Neo, M., & Neo, T.-K. (2009). Engaging students in multimedia-mediated Constructivist
learning - Students perceptions. Journal of Educational Technology & Society, 12(2), 254-
266. Retrieved from http://www.ifets.info/journals/12_2/18.pdf
This article examines the use of multimedia in constructivist learning environments by
describing constructivism, laying out a six-step process for student multimedia
development, and providing survey results that demonstrate positive student perceptions
of multimedia projects. The apparent purpose of the article is to encourage fellow
educators to integrate multimedia projects in constructivist environments as they will
foster critical thinking and problem-solving while also increasing student motivation,
self-esteem, and ability to transfer knowledge to new situations. The focus on student
perceptions, as opposed to general integration theories, makes this article unique
compared to others that I have encountered in this arena. The article fits my research
topic because it provides data and student commentary regarding the integration of
multimedia projects in constructivist environments. The only credibility issue that I find
in this study is that it was conducted on students who were currently enrolled in
multimedia classes. Students could have already developed overt biases in favor of
multimedia based on previous experiences. This could have been avoided by conducting
a survey of students before the study began.
Sherry, A. C. (1998). Evaluation of multimedia authoring instruction based in a behaviorist-
cognitive-constructivist continuum. International Journal of Instructional Media, 25, 201-
216.
This article presents a compelling case for taking a blended learning approach to the
design of multimedia training using a behaviorist-cognitive-constructivist design matrix.
This approach is deemed necessary because teachers do not possess the requisite skills to
begin with tasks involving problem-solving and expert thinking. While I agree that
multimedia is not commonly used in conjunction with constructivism, I think the lack-of-
skills argument is not as credible as it might have been when the article was written
because computer trainings are now pushed quite frequently in undergraduate studies and
credential programs. The purpose of the article is to bring to light these issues so that
instructional designers can use the matrix in future projects. This article differs from
previous works I have encountered in this field as it focuses solely on teacher training in
multimedia development as opposed to multimedia development and classroom
integration. This article fits my research because it provides a pathway for the training of
multimedia programs in a blended learning environment as I plan to discuss in my
synthesis paper.
Wangpipatwong, T., & Papasratorn, B. (2007). The influence of constructivist e-learning system
on student learning outcomes. International Journal of Information and Communication
Technology Education, 3(4), 21-33. http://dx.doi.org/10.4018/jicte.2007100103
This article describes a study that measured the impact of a constructivist e-learning
system on student learning outcomes. The authors, who clearly favor constructivism,
reported better results for students in the constructivist environment compared to those in
a traditional setting. While I do not reject the methods or results of this study, I find the
lack of detail about the kinds of activities that occurred in both settings somewhat
troubling. I also wonder what the results would have shown if tested on individuals with
lower cognitive levels or in other disciplines as this was conducted on university students
in a technology course. The purpose of the article appears to be an effort to shift the
focus of previous work in this field that was concerned with studying e-learning objects
to one that focuses on designing e-learning for constructivist environments. In addition
to detailing the historical development of constructivism, this article fits my focus
because it enhances the credibility of efforts to integrate technology and cognitive-
constructivist learning by providing evidence of positive impacts on student learning.

Wild, M., & Quinn, C. (1998). Implications of educational theory for the design of instructional
multimedia. British Journal of Educational Technology, 29, 73-82.
In this article, the authors attempt to convince readers of the necessity to examine current
approaches to multimedia design by rethinking the role of learning theory in its
development. In essence, Wild and Quinn suggest the building of a multimedia design
framework based on widely-accepted elements within each learning theory and other
educational ideas like learning styles and situational learning. The ultimate goal is to
provide students with a way to explore and construct meaning through multimedia.
While they do an excellent job of highlighting important theoretical perspectives on
multimedia design from other theorist in this field, they fail to demonstrate their
interrelatedness. At the same time, this does not detract from the credibility of the article
from the standpoint of discussing elements that have been taken into consideration when
developing multimedia. This article is useful to my research in that it provides varying
perspectives on the development of multimedia. In addition, it reminded me of the need
to define which learning domains (cognitive, affective, or psychomotor) I plan to address
in the paper.
Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and
implications for classroom practices. The Clearing House: A Journal of Educational
Strategies, Issues and Ideas, 84, 204-212.
In this article, Dr. Yilmaz describes cognitivism while detailing its emergence as an
alternative to behaviorism. Although a sizeable portion of the article is dedicated to
providing background information about cognitivism, the overarching purpose is to act as
reference for teachers to better understand the implications of cognitivism on classroom
instruction and to provide recommendations about teaching methods that could be used to
promote such environments. It is this blending of background information, instructional
implications, and realistic teaching strategies that makes this paper different from others I
have encountered. It is also the only resource in this bibliography that does not discuss
multimedia in relation to learning theory. This piece relates to my focus because it
defines cognitivism and provides specific instructional strategies that could be adapted to
the development and integration of multimedia. What makes this article credible is not
simply the fact that the suggestions are based on the work of individuals like Piaget and
Marzano; rather, it is because the suggestions are detailed and could be reasonably
implemented at the classroom level.