• Zoran Stanković University of Niš, Faculty of philosophy, Department of pedagogy, Serbia
  • Jelena Maksimović University of Niš, Faculty of philosophy, Department of pedagogy, Serbia
  • Jelena Osmanović University of Niš, Faculty of philosophy, Department of pedagogy, Serbia



multimedia teaching, cognitive learning theories, research paradigms, educational process


At present it is almost impossible to imagine formal and non-formal education without the use of computers and information and communication technology (ICT), and we can rightly say that modern education is increasingly taking place in a multimedia environment and relying on multimedia teaching and learning. In fact, multimedia with its existence and progress continually poses new challenges to educational technology, but also to the teaching process itself. As a result, classical traditional learning and teaching leaves classrooms, while parallel to that, multimedia becomes an unavoidable segment in the process of acquiring knowledge. The multimedia display provides a better understanding and understanding of teaching content that can be presented in many ways, and which gives a higher educational value. The focus of work is the importance and contribution of the theory of multimedia learning with a focus on activating cognition among students, as well as an analysis of the effectiveness of the use of media in teaching. Also, a special emphasis in the work is focused on the analysis of qualitative and quantitative research methods and techniques for examining the role, significance and efficiency of multimedia teaching and learning in the educational process.


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How to Cite

Stanković, Z. ., Maksimović, J. ., & Osmanović, J. . (2018). COGNITIVE THEORIES AND PARADIGMATIC RESEARCH POSTS IN THE FUNCTION OF MULTIMEDIA TEACHING AND LEARNING. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 6(2), 107–114.



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