The Study Of Multimedia Information Representation Design In Web-based Curriculum

The production technology, instructional design and interface design are always the research priorities in the web-based curriculum study. There is less study on combining information design with the multimedia learning process in the web-based curriculum. In the fact, web-based curriculum itself is a carrier with learning information. This learning information is presented by various multimedia. So learning from the web-based curriculum is one kind of multimedia learning, and we can't separate information design form multimedia learning in the study of web-based curriculum. Only when we know how the multimedia learning mechanism works, we can design out the learning materials that in line the learners'cognitive mechanism. In order to provide somewhat theoretical and practical basis, we have researched the multimedia information representation of web-based curriculum from the perspective of multimedia learning cognitive theory.First of all, the study did a systematic research on multimedia learning cognitive theory and other related theories by literature method. Second, it took a web-based investigation on the information representation modes of some existing web-based curriculum, and analyzed the problems of the existing web-based curriculum in information representation modes, and then the study focused on the design project of multimedia information representation according to the above questions and under the guidance of the multimedia learning theory and other theories. This project mainly focused on the objectives, requirements, elements and principles of information representation design in web-based curriculum, and then did a detailed analysis of the design principles of the elements in web-based curriculum. This project aims to design the web-based curriculum that meets the learners'multimedia learning cognitive mechanisms.Based on the design strategies of the project, I designed and developed a part of the web-based curriculum of"Educational Television Programs Production". Then I test the effect of the web-based curriculum through a mixed design experiment. The design of the experiment is 2(two grades: freshman and sophomore)×4(four presentation: text only, text picture intergraded text, voice intergraded text, picture and voice intergraded text).The experiment focused on the relationship between the presentation modes and scores of learners'. The results showed that multimedia presentation was more conductive than the single-media presentation, and different combinations of media had a different impact on the learners'scores. This experiment proved that the design project was effective and rational. At the same time, the experiment was an expanding study of the multimedia learning study, because the previous study of multimedia learning chose scientific principles materials as experimental materials, while this study adopted descriptive content. The results of the experiment were consistent basically with the multimedia learning cognitive theory, but the redundancy effect was not significant.