Learner Control in Multimedia?

50-50. I find that important sequence decisions should be controlled by the computer and not the learner. The designer has to determine appropriate ways of structuring material to enable efficient access to it by learners and design appropriate tools to allow efficient navigation through the materials. In addition, effective strategies have to be devised for users of these systems so that they can gain the maximum benefit from the instruction. The computers’ role is to provide a framework for different degrees of interaction, providing for learners to assimilate information through visual, auditory and kinaesthetic modes.

However, learner control is one of the elements that make multimedia instruction effective. With multimedia, a course content is presented in a nonlinear way, with the user being active rather than passive. Because it is interactive, the user determines what content is delivered, when it is delivered and how it is delivered. Responding to text, animation, and sound not only motivates learners but also requires them to constantly make decisions and evaluate progress, thus forcing students to apply higher order thinking skills. By giving learners greater control over various aspects of instruction, such as pacing and sequencing, they can tailor to their own learning style, thereby making learning more meaningful.