Do richer media mean better learning? A framework for evaluating learning experiences in museum web site design

Abstract

Museums and other cultural and heritage institutions have important roles to play in both formal and informal education. This paper argues that, while museum Web sites tend to showcase increasingly sophisticated multimedia content, rich multimedia do not necessarily mean better learning design and that, in the absence of actual learner performance data, it is necessary to look beyond the types of media used and consider the kinds of learning outcomes implied or explicit in order to assess the learning effectiveness of the design. Using models and theories from education, the paper analyses two sites and discusses how these models can be applied to create learning experiences that go beyond simple comprehension and recall of information.