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Manipulating Multimedia Materials
Abstract
This chapter discusses a theoretical framework for designing multimedia in which manipulation, rather than perception, of objects plays the predominant role. The framework is based on research by cognitive psychologists and on Engelkamp’s (1998) multimodal model of action-based learning. Although the assumptions of Engelkamp’s model should be helpful for instructional design, they are not complete enough to include the additional demands of multimedia learning. These additional demands can result in unintended actions, involve sequences of related actions, and require reflection about domain-specific knowledge. Actions can be performed on either physical or virtual manipulatives, but virtual manipulatives exist in idealized environments, support continuous transformations of objects, and allow for dynamic linking to other objects, symbols, and data displays. The use of manipulatives in the Building Blocks and Animation Tutor projects provide illustrations.
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