Exploring the Intersection between Socioeconomic Status and Effective Multimedia Text Design for Secondary School Science Learning
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This PhD thesis describes a multimedia learning project examining the role of socioeconomic-status and socialised text design in secondary science learning. In addressing multimedia theory, its division of labour between psychology and neuroscience is critiqued as computationalist, and an embodied view of cognition is instead advanced. Pursuant to a dynamic, interactionist account of cognition and learning, the thesis presents a revised model of the cognitive architecture in learning, and related theoretical, methodological, and pedagogical recommendations.
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