Cognitive Constructivist Theory of Multimedia: Designing Teacher-Made Interactive Digital
Prince Hycy Bull
North Carolina Central University, Durham, USA.
DOI: 10.4236/ce.2013.49088   PDF    HTML     8,407 Downloads   14,795 Views   Citations


This paper discusses how educators could use the cognitive constructivist theory of multimedia (CCTM) to design interactive digital learning materials using Camtasia and Audacity. Camtasia allows educators to create videos that motivate students, inform parents and enhance learning. It allows educators to record live presentations or lectures and provide students with a file to review. Audacity is a free cross-platform audio editor and recorder for Windows, Mac OS X, GNU/Linux and other operating systems. CCTM advocates for the design of instruction using pictures, videos, audios and words that tap into the prior experiences of the learner, promote active learning, collaboration, personal autonomy, personal growth and alternative assessment that is aligned with multiple intelligences of learners as espoused by Gardener (1993) which are Linguistics, Logico-mathematics, Spatial, Musical, Bodily-kinesthetic, Interpersonal, Intrapersonal and Naturalist. Camtasia and Audacity promote use of CCTM because of their capabilities to construct knowledge through words, pictures, animations, videos and audio. Case studies show that use of teacher-made files could significantly impact students’ learning. Use of teacher-made interactive digital learning materials could revolutionize educational presentations and enhance e-learning delivery. CCMT produced by dynamic presentations creates a balance between the learners’ prior verbal and visual experiences, sensory repository, multiple intelligences and learning styles to construct new knowledge.

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Bull, P. (2013). Cognitive Constructivist Theory of Multimedia: Designing Teacher-Made Interactive Digital. Creative Education, 4, 614-619. doi: 10.4236/ce.2013.49088.

Conflicts of Interest

The authors declare no conflicts of interest.


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