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This article explores behaviorist and cognitive approaches\nto interactive multimedia instructional design (ID).\nBasic concepts, characteristics of ID, and comparisons between\neach are discussed. Interface design guidelines for\nlearning with multimedia are presented, which link theory\nwith practice in effective multimedia ID. Universal Design\nfor Learning is described, which sheds light on future research\nin ID to accommodate the diversity of learners.\nMajor conclusions include that no one theoretical foundation\nexists for ID practice that is suitable for all applications. Dick\nand Carey’s behaviorist model, Willis’ constructivist model,\nReigeluth’s Elaboration Theory, Keller’s ARCS model, Merrill’s\nInstructional Transaction Theory, and Gagné’s learning\nhierarchy illustrate the abundance of theoretical frameworks to\nassist designers in decision making. Theories continually\nevolve or are revised as a result of research or critique by designers\nor theorists in the field. 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With the different theories’ subtleties elaborated, insights gained from the survey research\nare presented. It is envisaged that the discussion would shed light on the problems of instructional\nsystem design and put them to the right context.", "publicationTitle": "", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "J57HMI2K" ], "relations": {}, "dateAdded": "2016-03-01T19:23:17Z", "dateModified": "2016-03-01T19:23:17Z" } } ]