Evidence-based Practices in the Design of Interactive Multimedia for Learners with Cognitive Learning Disabilities
Abstract: This report examines the design of interactive multimedia used to benefit students with cognitive learning disabilities such as dyslexia, ADHD/ADD, and autism. Previous studies indicate the possible benefit of interactive multimedia and interactive games for students with cognitive learning disabilities. Benefits demonstrated included improved math and reading comprehension, greater social interaction leading to improved social skills, improved problem-solving ability, and greater student engagement leading to increased attention. This report extracts evidence-based practices from past studies based in interactive multimedia use by students with cognitive learning disabilities. This report also highlights the importance of utilizing universal design principles and the role of individualized instruction.