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The purpose of the study reported in this article was to identify the available guidelines for screen design that,. would improve the motivational appeal of interactive multimedia for instruction, and organize those guidelines into a useful framework for application by designers of interactive multimedia instruction. Available guidelines for creating welldesigned motivating screens in multimedia are poorly organized within the literature. Two primary types of guidelines were discovered-those aimed at enhancing motivation and those aimed at preventing loss of motivation. The authors call the first type of guideline "expansive, " and the second "restrictive. " The authors propose a framework for considering motivation in the process of designing interactive multimedia instruction, and speculate that instructional designers guided primarily by restrictive guidelines may be kept from discovering the strategies used by graphic designers, multimedia designers, and others in related disciplines to enhance the motivational aspects of screen design. Screen Design and Motivation The importance of motivational factors in the design of interactive multimedia has been recognized for some time, since software must be appealing to learners if it is to be

Education can profit significantly from hypermedia und etechnologies. However, in our experience the majority of students having the choice of learning on the computer or from a printed script or book prefer the latter when it comes to "challenging" formal domains.

The rapid growth of web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of web-based learning environments. The authors present a conceptual framework that can guide the development of online courses. Specific examples of instructional strategies that fit the framework are described in detail. Keywords: Online Instruction, Web-Based Instruction, Instructional Strategies Distance education is an instructional delivery system that allows students to participate in an educational opportunity without being physically present in the same location as the instructor. Although print-based correspondence study is the traditional method of distance education, more contemporary approaches rely heavily on various forms of instructional technology (Garrison, 1987). The reason for much of the growth in distance education programs in recent years is due to the development of the Internet and improvement of technologies that support online learning environments. For example, among higher education institutions offering distance education, use of two-way interactive video and one-way prerecorded video was essentially the same in 1997–98 as in 1995 while the use of asynchronous Internet-based technologies nearly tripled in that same time period (Lewis, Snow, Farris, Levin, & Greene, 1999). This change is not new to the distance education community, which has seen technology-based

Abstract: The concept of a Dynamic Background Library (DBL) is well-known in literature and applied for several application areas. As it is planned to use a DBL within the scope of the research project AdeLE, a first prototype named EHELP was developed and evaluated already. Nevertheless, we never analysed the DBL in terms of the applicability for educational usage, in particular for elearning

Software engineering educational approaches are often evaluated only anecdotally, or in informal pilot studies. We describe a more comprehensive approach to evaluating a software engineering educational technique (SimSE, a graphical, interactive, customizable, gamebased software engineering simulation environment). Our method for evaluating SimSE went above and beyond anecdotal experience and approached evaluation from a number of different angles through a family of studies designed to assess SimSE’s effectiveness and guide its development. In this paper, we demonstrate the insights and lessons that can be gained when using such a multi-angled evaluation approach. Our hope is that, from this paper, educators will: (1) learn ideas about how to more comprehensively evaluate their own approaches, and (2) be provided with evidence about the educational effectiveness of SimSE. 1.

Supporting Supporting effective effective learning learning of of legal legal case case solving solving using using a a computer computer program program as as the the instructional instructional environment environment

This paper describes the development of a webbased learning environment based on the concept of goal setting theory. In this learning environment, some aids and tools are provided to help learners setting and achieving their learning goals on reading . In contrast with traditional learning environment, learners have more possibilities to make their decisions on a web-based learning environment. Therefore, how motivate learners to generate their motivation is an important issue on such a web-based learning environment. Some related researches pointed that goal setting is an important action during a learning process. Goal setting can motivate learners more easily toward their learning goals. Some design principles and system functional requirements are proposed for developing a web-based learning environment based on the concept of goal setting theory. A system has been developed under these considerations.

Legal case solving is a central activity of legal practitioners. This may account for the fact that legal case solving has a place within legal education . However , students experience difficulties learning to solve legal cases and teachers find it difficult to teach it. To offer students support with the learning of legal case solving the computer program PROSA 1 has been constructed.

The teaching and learning of a complex section in Theoretical Computer Science 1 in a distanceeducation context at the University of South Africa (UNISA) has been enhanced by a supplementary e-learning application called Relations, which interactively teaches mathematical skills in a cognitive domain. It has tutorial and practice functionality in a classic computer-aided instruction (CAI) style and offers considerable learner control. A participative action research approach was used to design, develop, evaluate, and refine the application over a longitudinal period. In this process the application was formatively and summatively evaluated by different methods – questionnaire surveys, interviews, heuristic evaluation and a post-test. This article explains the purpose, structure, and operation of Relations and notes how the various evaluation methods resulted in iterative refinements to its functionality, learning content, and usability. The findings lead to reflection. Conventional computer-aided instruction and learning (CAI/L) has a role to play in the milieu of e-learning. CAI can present efficient instruction, motivate and engage learners, challenge them with meaningful exercises, and can support effective learning. The students requested more such tutorial and practice environments. Relations ' greatest strength is its excellent diagnostic feedback,