{"product_id":"elearning-and-the-science-of-instruction-proven-guidelines-for-consumers-and-designers-of-multimedia-learning-9781394177370","title":"eLearning and the Science of Instruction  Proven","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Foundations of e-Learning and the Science of Instruction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 e-Learning: Promise and Pitfalls 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is e-Learning? 4\u003c\/p\u003e \u003cp\u003eThe Evolution of e-Learning for Training 7\u003c\/p\u003e \u003cp\u003eIs e-Learning Better? 9\u003c\/p\u003e \u003cp\u003eThe Promise of e-Learning 10\u003c\/p\u003e \u003cp\u003eThe Pitfalls of e-Learning 13\u003c\/p\u003e \u003cp\u003ee-Learning Architectures 14\u003c\/p\u003e \u003cp\u003eTwenty Years Later 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 How People Learn from e-Courses 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Do People Learn? 21\u003c\/p\u003e \u003cp\u003eGuiding the Learner’s Cognitive Processing During Learning 25\u003c\/p\u003e \u003cp\u003eCore Goals for Instructional Design in e-Learning 27\u003c\/p\u003e \u003cp\u003eHow e-Lessons Affect Learning 31\u003c\/p\u003e \u003cp\u003eSummary of Learning Processes 34\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learning 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Evidence-Based Practice 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Evidence-Based Practice? 40\u003c\/p\u003e \u003cp\u003eRationale for Evidence-Based Practice 41\u003c\/p\u003e \u003cp\u003eThree Approaches to Research on Instructional Effectiveness 42\u003c\/p\u003e \u003cp\u003eWhat to Look for in Experimental Comparisons 43\u003c\/p\u003e \u003cp\u003eWhat Are Boundary Conditions? 49\u003c\/p\u003e \u003cp\u003eWhat Is a Meta-Analysis? 49\u003c\/p\u003e \u003cp\u003eLimits of Experimental Research 50\u003c\/p\u003e \u003cp\u003eWhere Can You Find Relevant Research? 50\u003c\/p\u003e \u003cp\u003eThe Evolution of Evidence-Based Practice 51\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Evidence-Based Practice 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II How to Leverage Visuals and Words in e-Learning 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Applying the Multimedia Principle: Use Words and Graphics Rather than Words Alone 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDo Visuals Make a Difference? 59\u003c\/p\u003e \u003cp\u003eMultimedia Principle: Include Both Words and Graphics 60\u003c\/p\u003e \u003cp\u003eSome Ways to Use Graphics to Promote Learning 63\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Multimedia Principle 66\u003c\/p\u003e \u003cp\u003eEvidence for Using Words and Pictures 67\u003c\/p\u003e \u003cp\u003eWhen to Use Animations 72\u003c\/p\u003e \u003cp\u003eHow to Optimize Learning from Graphics 73\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Visuals 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Applying the Contiguity Principle: Align Words to Corresponding Graphics 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSpatial Contiguity Principle: Place Printed Words near Corresponding Graphics 83\u003c\/p\u003e \u003cp\u003eViolations of Spatial Contiguity 85\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Spatial Contiguity Principle 90\u003c\/p\u003e \u003cp\u003eEvidence for the Spatial Contiguity Principle 90\u003c\/p\u003e \u003cp\u003eTemporal Contiguity Principle: Synchronize Spoken Words with Corresponding Graphics 94\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Temporal Contiguity Principle 96\u003c\/p\u003e \u003cp\u003eEvidence for the Temporal Contiguity Principle 97\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Contiguity 98\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Applying the Signaling Principle: Use Verbal and Visual Cues to Direct Attention 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Signaling? 104\u003c\/p\u003e \u003cp\u003eHow Does Signaling Work? 105\u003c\/p\u003e \u003cp\u003eEvidence for the Benefits of Signaling 106\u003c\/p\u003e \u003cp\u003eSignaling: The Bottom Line 110\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Signaling 110\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eModality Principle: Present Words as Speech Rather Than On-Screen Text 117\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Modality Principle 119\u003c\/p\u003e \u003cp\u003eEvidence for Using Spoken Rather Than Printed Text 121\u003c\/p\u003e \u003cp\u003eWhen Audio Is Not Effective: Boundary Conditions for the Modality Principle 123\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Modality 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 When to Add Text to Audio Narration: Applying the Redundancy Principle 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Redundancy Principle? 133\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Redundancy Principle 133\u003c\/p\u003e \u003cp\u003eEvidence for Omitting Redundant On-Screen Text 137\u003c\/p\u003e \u003cp\u003eAdd On-Screen Text to Narration in Special Situations 138\u003c\/p\u003e \u003cp\u003eThe Bottom Line 142\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Redundancy 142\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Applying the Coherence Principle: Adding Extra Material Can Hurt Learning 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrinciple 1: Avoid e-Lessons with Extraneous Words 152\u003c\/p\u003e \u003cp\u003ePrinciple 2: Avoid e-Lessons with Extraneous Graphics 156\u003c\/p\u003e \u003cp\u003ePrinciple 3: Avoid e-Lessons with Extraneous Audio 165\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Coherence 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III How to Promote Skill Building in e-Learning 171\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Engagement in e-Learning: Activities for Promoting Generative Learning 173\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Engagement? 175\u003c\/p\u003e \u003cp\u003eEngagement and Generative Processing 176\u003c\/p\u003e \u003cp\u003eBehavioral Versus Psychological Engagement 177\u003c\/p\u003e \u003cp\u003eWhen Behavioral Engagement Impedes Learning 178\u003c\/p\u003e \u003cp\u003eThree Engagement Activities That Can Promote Generative Processing 180\u003c\/p\u003e \u003cp\u003eThe Bottom Line to Engagement in e-Learning 185\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Generative Learning 186\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Leveraging Examples in e-Learning 191\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Example-Based Instruction? 192\u003c\/p\u003e \u003cp\u003eThe Psychology of Example-Based Instruction 195\u003c\/p\u003e \u003cp\u003eEvidence for the Benefits of Example-Based Instruction 196\u003c\/p\u003e \u003cp\u003eHow to Optimize the Benefits of Example-Based Instruction 197\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Worked Examples 208\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Does Practice Make Perfect? 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Practice in e-Learning? 215\u003c\/p\u003e \u003cp\u003eIs Practice a Good Investment? 217\u003c\/p\u003e \u003cp\u003ePrinciple 1: Add Sufficient Practice Interactions to Achieve the Objective 219\u003c\/p\u003e \u003cp\u003ePrinciple 2: Make Sure Practice Mirrors the Job 221\u003c\/p\u003e \u003cp\u003ePrinciple 3: Provide Effective Feedback on Practice Performance 221\u003c\/p\u003e \u003cp\u003ePrinciple 4: Distribute and Mix Practice Among Learning Events 227\u003c\/p\u003e \u003cp\u003ePrinciple 5: Arrange Practice That Increases in Challenge as Learners Progress 229\u003c\/p\u003e \u003cp\u003ePrinciple 6: Provide Scaffolding to Support Guided Practice When Needed 229\u003c\/p\u003e \u003cp\u003ePrinciple 7: Apply Multimedia Principles in Designing Feedback 231\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Practice 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV How to Organize Content in e-Learning 235\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Organizing Instruction: Applying the Segmenting and Pretraining Principles 237\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Segmenting Principle? 239\u003c\/p\u003e \u003cp\u003eWhat Is the Pretraining Principle? 244\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Pretraining Principle 248\u003c\/p\u003e \u003cp\u003eManaging Essential Overload 249\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Segmenting and Pretraining 250\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Who’s in Control?: Guidelines for e-Learning Navigation 255\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearner Control Versus Program Control 257\u003c\/p\u003e \u003cp\u003eDo Learners Make Good Instructional Decisions? 260\u003c\/p\u003e \u003cp\u003eThe Psychology of Learner Decisions 263\u003c\/p\u003e \u003cp\u003eFour Principles for Learner Control in e-Learning 264\u003c\/p\u003e \u003cp\u003eThe Bottom Line 271\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learner Control 271\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V How to Leverage Social Cues in e-Learning 275\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Applying the Personalization Principle: Use Conversational Style, Polite Wording, Friendly Voice, On-Screen Agents, and Social Presence in e-Learning 277\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePersonalization Principle 1: Use Conversational Rather Than Formal Style 280\u003c\/p\u003e \u003cp\u003ePersonalization Principle 2: Use Polite Wording 285\u003c\/p\u003e \u003cp\u003ePersonalization Principle 3: Use a Friendly Human Voice Quality for Narrations 286\u003c\/p\u003e \u003cp\u003eCan On-Screen Agents Promote Learning in Asynchronous e-Learning? 287\u003c\/p\u003e \u003cp\u003eHow Can Instructors in Video Lessons Leverage Personalization? 293\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Personalization 295\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Online Collaborative Learning 299\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Collaborative Learning? 301\u003c\/p\u003e \u003cp\u003eThe Psychology of Collaborative Learning 303\u003c\/p\u003e \u003cp\u003eWhat Is Computer-Supported Collaborative Learning (CSCL)? 304\u003c\/p\u003e \u003cp\u003ePrinciple 1: Design Tasks and Team Assignments to Foster Interdependence 307\u003c\/p\u003e \u003cp\u003ePrinciple 2: Optimize Group Size, Prior Knowledge, and Collaboration Experience 309\u003c\/p\u003e \u003cp\u003ePrinciple 3: Consider Tradeoffs Between Synchronous and Asynchronous Collaboration 310\u003c\/p\u003e \u003cp\u003ePrinciple 4: Maximize Social Presence in Online Collaborative Environments 312\u003c\/p\u003e \u003cp\u003ePrinciple 5: Use Scripts to Optimize Team Outcomes 313\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Online Collaborative Learning 316\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI Special Applications of e-Learning 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 e-Learning to Build Thinking Skills 321\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Thinking Skills? 323\u003c\/p\u003e \u003cp\u003eWhat to Teach: Focused Target Skills Versus Improving the Mind in General 325\u003c\/p\u003e \u003cp\u003eWhere to Teach: Domain-General Versus Domain-Specific Thinking Skills 325\u003c\/p\u003e \u003cp\u003eHow to Teach: Expert Modeling with Learner Practice Versus Direct Instruction 326\u003c\/p\u003e \u003cp\u003eCan Thinking Skills Be Trained? 326\u003c\/p\u003e \u003cp\u003ePrinciple 1: Build Explicit Instruction to Teach Specific Job-Relevant Thinking Skills 328\u003c\/p\u003e \u003cp\u003ePrinciple 2: Incorporate Online Simulations of Authentic Work Scenarios 332\u003c\/p\u003e \u003cp\u003ePrinciple 3: Identify Job-Specific Thinking Processes 335\u003c\/p\u003e \u003cp\u003eTeaching Thinking Skills: The Bottom Line 336\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Teaching Thinking Skills 336\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Designing Effective Instructional Video 341\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Challenge of Instructional Video 343\u003c\/p\u003e \u003cp\u003eHistorical Foundations of Instructional Video 343\u003c\/p\u003e \u003cp\u003eUses of Instructional Video 343\u003c\/p\u003e \u003cp\u003ePrinciple 1: Record a Demonstration Video from a First-Person Perspective 345\u003c\/p\u003e \u003cp\u003ePrinciple 2: Have the Instructor Draw on the Board While Lecturing 346\u003c\/p\u003e \u003cp\u003ePrinciple 3: Embed Generative Activities During Breaks in the Video 347\u003c\/p\u003e \u003cp\u003ePrinciple 4: Add Subtitles for Learning in a Second Language 348\u003c\/p\u003e \u003cp\u003ePrinciple 5: Have the Instructor Exhibit Positive Voice and Gestures 349\u003c\/p\u003e \u003cp\u003ePrinciple 6: Have the Instructor Use Pointing and Eye Gaze to Direct Attention 350\u003c\/p\u003e \u003cp\u003ePrinciple 7: Avoid Overuse of Talking Heads or Static Instructor Images 351\u003c\/p\u003e \u003cp\u003ePrinciple 8: Apply Multimedia Design Principles 352\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Instructional Video 353\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Learning with Computer Games 357\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDo Games Have a Place in the Serious Business of Training? 359\u003c\/p\u003e \u003cp\u003eWhich Features Improve a Game’s Effectiveness? 359\u003c\/p\u003e \u003cp\u003eWhat Are the Cognitive Consequences of Playing Off-the-Shelf Computer Games? 365\u003c\/p\u003e \u003cp\u003eAre Games More Effective Than Conventional Media? 368\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learning with Computer Games 375\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Immersive Virtual Reality for Instruction 379\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Promise and Pitfalls of Learning in Immersive Virtual Reality 381\u003c\/p\u003e \u003cp\u003eWhat Is Immersive Virtual Reality? 382\u003c\/p\u003e \u003cp\u003eThree Levels of Immersion 383\u003c\/p\u003e \u003cp\u003eIs Immersive Virtual Reality Better for Learning Than Traditional Media? 383\u003c\/p\u003e \u003cp\u003eWhen to Use Immersive Virtual Reality Learning Environments 386\u003c\/p\u003e \u003cp\u003eHow to Use Immersive Virtual Reality Training Environments 386\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Immersive Virtual Reality 389\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Applying the Multimedia Guidelines 395\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Strong Is the Evidence for the Multimedia Principles? 395\u003c\/p\u003e \u003cp\u003ee-Learning Guidelines Checklists 400\u003c\/p\u003e \u003cp\u003eTrends in Multimedia Instructional Design Research 404\u003c\/p\u003e \u003cp\u003eThe Future of Multimedia Instructional Design Research 405\u003c\/p\u003e \u003cp\u003eConclusion 407\u003c\/p\u003e \u003cp\u003eGlossary 409\u003c\/p\u003e \u003cp\u003eReferences 429\u003c\/p\u003e \u003cp\u003eAcknowledgments 459\u003c\/p\u003e \u003cp\u003eAbout the Authors 461\u003c\/p\u003e \u003cp\u003eAuthor Index 463\u003c\/p\u003e \u003cp\u003eSubject Index 473\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49083884863831,"sku":"9781394177370","price":54.62,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781394177370.jpg?v=1725550322","url":"https:\/\/bookcurl.com\/products\/elearning-and-the-science-of-instruction-proven-guidelines-for-consumers-and-designers-of-multimedia-learning-9781394177370","provider":"Book Curl","version":"1.0","type":"link"}