A critical discourse in multimedia design: a pedagogical perspective to creating engaging online courseware
In this article we explore how the multimedia instructional strategies and processes can further be enhanced by sagaciously incorporating the principles of cognitive psychology in the design phases. Human cognitive architecture involves both a limited working memory with visual and auditory channels and a permanent long-term memory for storing multiple schemas. Understanding and tapping the rich potencies afforded by the human cognitive architecture would entail a more purposeful and directed instructional program embedded in multimedia-mediated learning environments.
