Multimedia and Decision Cycle Model

David Krish deals with the multimedia technology and its importance in the learning environments. He presented arguments and observational data to show that humans have several ways of interacting with their environments which resist accommodation in the decision cycle model. He also explains the process of preparing and maintaining the environment and reshaping the cognitive in steps in designing the right sort of resources and scaffolding for controlled learning environments. David's main idea is to explore the concept of interactivity, particularly as it applies to the design of multimedia learning environments. In his article he separated his idea into three main sections. In the first section he introduce two problems for designers of interactive learning environments created by the freedom of choice multimedia systems offer users. Freedom seems necessary for learning environments emphasizing learner control. But with freedom comes complexity. How can such systems be scripted so that all or most trajectories through the environment are coherent? How can resources and scaffolding be deployed to guide learners without restricting their freedom. In section 2, he inquired into the basic notion of an interactive interface and critique the state of the art in theorizing about interactive interfaces -- the decision cycle model. This important insight has taught interface designers to give immediate sensory feedback so that users can pick up information about the structure and functionality of their software environments and learn in an `immediate' way about the affordances that they offer. In section 3, he accommodates the forms of interactivity typically left out. Chief among these are the need to allow users to prepare, explore and maintain their environments. In this section he concludes that if dynamic interfaces are to support complex learning activities they must not only offer the type of perceptual affordances and action effectivities that Gibson