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The aim of this paper is to contribute to the construction of a systematic theoretical base for educational multimedia design. The paper delineates different layers of explanation. It then argues for the interactional layer as the most appropriate for multimedia learning environment design. It proposes 'context' as the central construct at this layer. The relationships between multimedia contexts are explored, especially the concept of different levels of contexts corresponding to differentdoi:10.5334/2002-2 fatcat:4kkx5ckvzbgqjhuidd6mdtaypm