Reviews literature from neuroscience and mass communications regarding how media affects learning and memory and relates research findings to interactive multimedia. Topics discussed include knowledge and media; neurological conceptions of memory; media and memory; and interactive multimedia and memory. (Contains 24 references.) (LRW)

Reviews research on how geographic maps influence the recall of associated text and describes a theoretical model of map-text learning based on dual-coding theory and working memory operations. Instructional implications are explained, and recommendations for instructional applications are given. (Contains 84 references.) (LRW)

Summarizes the implications of constructivism for instructional systems design in five principles that integrate the affective and cognitive domains of learning. Distinguishing characteristics of the two approaches are described based on a review of recent literature, and examples are offered that discuss learner controlled computer-based…

Reviews past research that examined which variables might affect learning from feedback and identifies areas that need further research. Topics discussed include feedback as reinforcement; modeling of the feedback cycle; response certitude; feedback elaboration; error analyses; and feedback and higher-level tasks. (65 references) (LRW)

Discussion of user-friendly computer systems focuses on the use of learners' mental models to help in the design of interactive learning systems. Topics addressed include interactivity; human factors research; human-computer interface issues; individual differences, including learning styles and prior experience; cognitive load; measuring mental…

Examines issues concerning the learning process in the information age. Highlights include new concepts of literacy, including information literacy; teaching methods and instructional design, including global influences, faculty as facilitators of learning, and learning environments; learning to learn; learning strategies; the presentation of…

Examines the origins of small-group learning and distinguishes cooperative learning from other methods. Highlights include assessing the effects of cooperative learning, including cognitive effects; designing effective software for cooperative groups, including accountability, interdependence, interaction, ability grouping, age, collaborative…

This article reports results of a case study of text-based online and CD-ROM databases that identified design characteristics that are important to high school students' use for higher-level learning as well as for information access and retrieval. Implications for the design of databases are suggested. (Contains 62 references.) (LRW)