Multimedia design of assistive technology for those with learning disabilities

What is it about?

The relationship between human cognition and assistive technology (AT) is discussed in this chapter, along with the design of AT for individuals with learning disabilities (LDs). Focus is placed on research investigating the visual and auditory components of working memory. The Cognitive Theory of Multimedia Learning (CTML) is introduced, a learning theory proposing a set of instructional principles grounded in human information processing research that provide best practices in designing efficient multimedia learning environments. Altogether, this chapter separates conjecture from empirically-based study, consolidating nearly twenty-five years of research to highlight best learning practices.

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Why is it important?

Meaningful learning occurs when important aspects of instructional material are cognitively recognized, when the material is organized into a coherent structure, and then integrated with relevant existing knowledge. Instructional materials are thought to be consumed through two channels, auditory and visual. This may pose challenges, because unlike typically developing individuals, those with LDs may have difficulty in processing information through these modalities. The Cognitive Theory of Multimedia Learning may be particularly useful because it focuses on the design of multimodal instructional materials that consider human information processing theories that specifically take advantage of the visual and auditory components of working memory.

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