Comparison of the Effect of Behavioral-Based vs. Cognitive-Based Multimedia Instruction on the Rate of Learning and Retention in Students

Today, the advent of modern electronic technologies, such as computers, multimedia, hypermedia and the development of Information and Communication Technology (ICT), etc. have made broad and rapid changes in the world; hence the Iranian education system has also experiences such change (Amir Teimori, 2011). In Iran, one of the most important modern educational technologies is the entrance of instructional multimedia in the form of various courses into the market. The term Multimedia has been raised since 1950 onwards and it was tried to increase the quality of instruction through combining several media (Henich, 1993). These facilities allow the development, interaction, creativity, and better correlation between the user and software (Hofsteter, 1996). Multimedia is those computer software in which a combination of text, audio, still or moving images, fixed or moving two-dimensional or three-dimensional designs and visual effects have been employed (Amir Teimori, 2004). Therefore, an instructional multimedia message is communication with the use of words and images leading to the dissemination of learning (Mayer, Translated by Mousavi, 2005).