4C-ID Model and Cognitive Approaches to Instructional Design and Technology : Emerging Research and Opportunities

De Miranda, Guilhermina Maria; Rafael, Manuel; Melo, Mário; Pardal, Joana Costa; Pontes, Thiago

ISBN 10: 1799840964 / ISBN 13: 9781799840961

Published by Information Science Reference, 2020

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Bibliographic Details

• Title: 4C-ID Model and Cognitive Approaches to Instructional Design and Technology : Emerging Research and Opportunities
• Publisher: Information Science Reference
• Publication Date: 2020
• Language: English
• ISBN 10: 1799840964
• ISBN 13: 9781799840961
• Binding: Hardcover
• Condition: As New

About this title

Synopsis

There has been an evolution of the explanations on the results of research on human learning and how digital technologies have supported the design of more efficient learning environments. Previous theories such as Richard Mayer's cognitive theory of multimedia learning and John Sweller's cognitive load theory have gained signification attention and remain the two main theories within the multimedia learning field. However, there has not yet been a book compiled of several investigations on the specific 4C-ID model that covers different domains of knowledge. The 4C-ID model combines the two main theories of Richard Mayer and John Sweller to advance the field of learning and instruction. 4C-ID Model and Cognitive Approaches to Instructional Design and Technology: Emerging Research and Opportunities explores the behavioral and constructivist approaches to learning and instruction and focuses mainly on the particular cognitive approach and resulting theories and insights of the 4C-ID model. The chapters present the results of three experimental studies applied to the teaching of electrical circuits, initiation to computer programming using the Alice microworld, and computer programming using Python textual language. This book is a valuable resource tool for computer programmers, computer scientists, teachers, educational psychologists, practitioners, researchers, academicians, and students interested in the various approaches to learning and instruction in terms of the 4C-ID instructional model.

About the Author

Mário Melo is physics teacher in a private secondary school in Lisbon, Portugal. He finish the Ph.D. in Information and Communication Technologies (ICT) in Education in the Institute of Education, Lisbon University. He research in Instructional Design models, Cognitive Load Theory, multimedia principals and complex learning environments and design of digital educational resources for the teaching of physics.