Abstract
This paper investigates the impact of interactive gaming on improving literacy at the primary or elementary level of education. It builds on the works of Keller’s ARCS Model of Motivation and Mayer’s Cognitive Theory of Multimedia learning to test the positive effects of Information and Communication Technology Multimedia Tools in early childhood literacy in a developing country, Jamaica. A comparison between traditional instruction and the use of multimedia technology tools at the elementary level is given as well as the acceptance of and opposition to technology in the classroom. Post test results indicate a 43.7% improvement over pre-test scores for the experimental group versus 28.3% for the control group.

Keywords
ARCS Model; cognitive load; dual-channel; multimedia; motivation; ICT; Traditional instruction

Cite this paper
Lushane Jones, Sherrene Bogle, The Use of ICT Multimedia Tools to Enhance Literacy at the Elementary Level , SCIREA Journal of Education. Volume 2, Issue 2, April 2017 | PP. 42-77.

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