Pedagogical dimensions and the evaluation of multimedia courseware for computer science

Fourteen dimensions have been listed for evaluating the pedagogy of multimedia courseware in literature. Each of these dimensions is a continuum between two contrasting approaches. A courseware could qualify anywhere along the continuum for each dimension, depending on its features. In this paper, the authors explore the following questions with respect to a select few dimensions: what are the features of a courseware module that determine its position along a dimension?; and what are the implications of a dimension for the design and use of a courseware module?. They restrict their discussion to courseware for computer science topics