The Four-Component Instructional Design (4C-ID) model claims that four components are necessary to realize complex learning: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice. This chapter discusses the use of the model to design multimedia learning environments and relates 14 multimedia principles to each of the four components. Students may work on learning tasks in simulated task environments, where relevant multimedia principles primarily facilitate a process of inductive learning. They may study supportive information in hypermedia systems, where principles facilitate a process of elaboration and mindful abstraction. They may consult procedural information in Electronic Performance Support Systems (EPSSs), where principles facilitate a process of knowledge compilation. Finally, they may be involved in part-task practice with drill and practice Computer-Based Training (CBT) programs, where principles facilitate a process of psychological strengthening. Research implications and limitations of the presented framework are discussed. Introduction Theories about learning with multimedia can be positioned at different levels. At a basic level, psychological theories describe memory systems and cognitive processes that explain how people process different types of information and how they learn with different senses. Examples of such theories are Paivio's dual-coding theory (1986; Clark & Paivio, 1991) and Baddeley's working memory model with a central executive and two slave systems, the visuo-spatial sketchpad and the phonological loop (1992; 1997).
Stored only when both papers are in the corpus — 80 citations exist upstream.
Imported from OpenAlex (CC0) — nothing here is generated.