A Possible “Catalytic” Effect of Multimedia Learning Content

Jim Ellis (The Open University, UK)
Copyright: © 2013 |Pages: 181
EISBN13: 9781466625853|DOI: 10.4018/978-1-4666-1933-3.ch008
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Good design is critical for the success of e-learning tutorials and previous research has yielded various principles to guide practitioners. While the evidence for these are generally coherent, there are occasional exceptions and inconsistencies that cannot always be fully explained. One possible cause was thought to be a ‘seductive’ effect of some content; however, further research into this revealed its own microclimate of discrepancies. A new perspective—catalytic content—is presented here and this is described as material that is important, not because of its direct relevance to the learning outcomes, but because it supports the process of learning the material that is directly relevant.
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