March 2009
Beginner to intermediate
176 pages
5h 23m
English
Ruth Colvin Clark
Observing the comfort with which Gen Y uses digital technologies, it has been argued that these digital natives actually process information differently and need different types of learning experiences, such as those that are fast-paced, exploratory, and full of animation and flash media. Clark asserts that cognitive load theory and objective research challenge these arguments and provides research-based guidelines for aligning media usage with the limitations of human memory and defined instructional goals.
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