Integrating Media Psychology within Framework of Instructional Designing for Web-based Learning Environments (WBLEs)

Riaz, Sadia and Awang Rambli, Dayang Rohaya and Salleh, Rohani (2010) Integrating Media Psychology within Framework of Instructional Designing for Web-based Learning Environments (WBLEs). In: 5th International Conference of E-learning, 12-13 July 2010, Penang, Malaysia.

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Abstract: Web-based Learning Environments (WBLEs) are considered catalysts of technological change for transforming the ways we live and work due to their immense potential for enhancing learning process. Likewise, in order to achieve desired learning objectives in a web-based learning environment, integration of media within the instructional designing process has become an important research area. This paper first identifies concerns associated with the designing of cognitively engaging WBLE and proposes a framework to address them by employing media psychology, a new research dimension, as a key agent, within the instructional designing theoretical framework. The concerns identified include (a) lack of cognitive integration between instructional designing of WBLEs and instructional multimedia, and (b) Instructional designing of WBLEs lacks in sustaining learning motivation. The identified concerns are important factors responsible for cognitive detachment of learners in a WBLE. The proposed theoretical framework draws its roots from existing literature and applies the concept of Cognitive Psychology and Theories of Cognitive Learning & Motivation. The paper then examines how media psychology can be employed in the theoretical framework to facilitate instructional designing of WBLEs. Media psychology is essential in understanding most effective use of media in the society and how people use, consume and process media contents. Similarly, psychologists continue to explore effect of media messages on people by examining how media information is processed in their ‘schemas’, which is an important concept within media psychology. In absence of such schemas, people are less likely to absorb new information. In the proposed framework, the paper proposes appliance of media psychology for designing cognitively engaging WBLE by examining the schematic thinking of learners. In conclusion, the paper proposes appliance of media psychology and its relevant concepts such as schema thinking in instructional designing of cognitively engaging WBLEs, as it can help in overcoming learners’ disorientation, optimizing their attention and sustaining learning motivation.

Keywords: Media Psychology; Cognitive Learning Process; Schematic Thinking; Instructional Designing Process; Learning Motivation; Web-Based Learning

Item Type: Conference or Workshop Item (Paper)
Subjects: B Philosophy. Psychology. Religion > BH Aesthetics
Q Science > QA Mathematics > QA76 Computer software
L Education > L Education (General)
Departments / MOR / COE: Departments > Computer Information Sciences
Depositing User: Dr Dayang Rohaya Awang Rambli
Date Deposited: 23 Mar 2011 01:18
Last Modified: 19 Jan 2017 08:24

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