Abstract
The use of multimedia technologies in instruction is increased in time. In many research studies, researchers conclude that these applications or software have significant effect on recall of information and on academic success. According to some researchers, the success of multimedia software in instruction comes from dual representations of knowledge. The applications of dual representations found its theoretical base in Dual Coding Theory. Dual Coding Theory serves as theoretical foundation for producing multimedia applications and softwares. Dual Coding Theory established by Allan Paivio, identifies how information is processed, coded, and remembered based on structural and functional properties of verbal and imagery systems. Learning becomes more effective and more efficient, when verbal representations are supported by imagery. Following the premises of DCT, Richard E. Mayer developed a theory called Cognitive Theory of Multimedia Learning identifying the three important cognitive processes; selecting, organizing, integrating. The model guided a series of researches generating major principles on how to use multimedia to support learning. In this article, first these two theories will be described with the connection of multimedia technologies; later findings of previous researches will be mentioned. Finally suggestions will be provided for further research studies Key Words : Dual coding,multimedia.
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