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The Diabetes Educator

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Health Promotion Practice
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Health Education and Multimedia Learning: Educational Psychology and Health Behavior Theory (Part 1)

Francisco G. Soto Mas, MD, PhD, MPH

Department of Social and Behavioral Sciences of the School of Public Health at the University of North Texas Health Science Center in Fort Worth.

Jan Plass, PhD

Department of Educational Communication & Technology at the Steinhardt School of Education of New York University.

William M. Kane, PhD

Department of Physical Performance and Development at the University of New Mexico, Albuquerque.

Richard L. Papenfuss, PhD

Department of Health & Physical Education at the Univer-

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.

Key Words: computer technologies • theory and practice • instructional technology theory

Health Promotion Practice, Vol. 4, No. 3, 288-292 (2003)
DOI: 10.1177/1524839903004003013
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 Health Educ ResHome page
T. P. Lintonen, A. I. Konu, and D. Seedhouse
Information technology in health promotion
Health Educ. Res., June 1, 2008; 23(3): 560 - 566.
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