Abstract
From previous research on learning with multimedia, there are often contradictory results, as in some cases unexpected effects have occurred or important parameters relevant to learning have been disregarded. Shortcomings can be found above all in the area of motivation. Traditional theories of learning with multimedia are mostly based on cognitive factors and ignore that a learner's motivation can significantly influence learning resources. In this paper, theoretical models are critically discussed. The resulting findings lead to an integrative theoretical model that extracts motivational factors in learning with multimedia. This model should stimulate future research as it is an extension of the popular cognitive theory of learning with multimedia by Mayer (2001). The model created integrates two types of variables involving mental resource management (attention, engagement, monitoring) and motivational processes (goal setting and action control). It can give researchers, media educators, instructional and/or media designers an overview of the main factors that need to be considered when developing multimedia learning environments in a motivationally effective way.
