Learner Control of Sequencing in Multimedia for Ill-Structured Knowledge Domains: An Educational Design Research Study

• In Event: Research in Progress Roundtable Session 2
  In Invited Roundtable: Teaching, Learning, and Curriculum Research: Career and Technology Education for Teachers and Students (Table 16)

Abstract

This study explores the integration of learner control of sequencing in asynchronous multimedia instruction within ill-structured knowledge domains. Conducted in partnership with the U.S. Army Sustainment University, it adopts an educational design research approach to develop and refine multimedia learning materials for professional military education. Anchored in Cognitive Flexibility Theory and the Cognitive Theory of Multimedia Learning, the research examines the potential of sequencing control to enhance learning retention, transfer, and motivation. Mixed-method data collection includes pre- and post-tests, interaction data, motivation inventories, and interviews. The anticipated findings aim to offer actionable design principles for multimedia instruction while contributing theoretical insights into the interplay between learner autonomy and multimedia learning in complex, real-world educational contexts.

Author

• Elvin José Fortuna, Michigan State University