Research-based design of interactive multimedia for solving instructional problems

Abstract

This paper presents a design study of a Flash-based interactive Gas Laws Program. The article describes the instructional decisions underlying the design of the Gas Laws Program, program features, and a design study conducted in five high school science classes with a total of 114 students as a part of their science curriculum. The study was conducted over a two weeks period. Data on the students' and teacher's perceptions of the overall educational experience and specific program features were collected and analyzed.