The effective application of the continuity principle to types of instructional multimedia content
Yu, Chung Yul
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I describe Web-based Technology Education (WEBTECH) that contains multimedia exercises that use movies, sounds, and graphics. It is intended for students in an introductory Science and Technology modules for 21 New York and Connecticut public high schools. I also discuss Mayer's cognitive theory that we conducted using Web-Base Technology Education (WEBTECH) modules. Accepting the continuity principle of Mayer's cognitive theory, which suggests that students better understand an explanation when corresponding words and pictures are presented at the same time than when they are separated in time, more than simply combining verbal explanation with images, it is critical to determine precisely how spoken words combine with images for optimal learning as appropriate for different types of instructional multimedia content.