Search results for ""Richard E. Mayer" "The Cambridge Handbook of Multimedia Learning""

Book SynopsisDigital and online learning is more prevalent than ever, making multimedia learning a primary objective for many instructors. The Cambridge Handbook of Multimedia Learning examines cutting-edge research to guide creative teaching methods in online classrooms and training. Recognized as the field''s major reference work, this research-based handbook helps define and shape this area of study. This third edition provides the latest progress report from the world''s leading multimedia researchers, with forty-six chapters on how to help people learn from words and pictures, particularly in computer-based environments. The chapters demonstrate what works best and establishes optimized practices. It systematically examines well-researched principles of effective multimedia instruction and pinpoints exactly why certain practices succeed by isolating the boundary conditions. The volume is founded upon research findings in learning theory, giving it an informed perspective in explaining preciselTrade Review'Multimedia is a core foundation of digital learning in the twenty-first century. Developers of learning environments need to make dozens of decisions on what media to use and how they are integrated with content and pedagogy. This Handbook covers the systematic research and science-based principles to guide these decisions.' Art Graesser, Distinguished University Professor of Interdisciplinary Research, University of Memphis, USA'This third edition is a treasure trove of the latest research and insights on how students learn from multiple types of sources, including text, images, games, artificial agents, animations, or virtual reality. Mayer and Fiorella provide the perfect resource to discover or rediscover today's literature on learning.' Danielle McNamara, Director of the Science of Learning and Educational Technology (SoLET) Laboratory, Arizona State University, USA'Mayer and Fiorella provide an authoritative guide to best practices in designing multimedia learning. Learning of this kind is central to modern education and has been evolving at a rapid pace. Researchers, educators, and curriculum developers will all benefit from reading this valuable Handbook in the updated third edition.' Nora S. Newcombe, Laura H. Carnell Professor of Psychology, Temple University, USA'This Handbook provides an excellent analysis and synthesis of the important research on multimedia learning. The editors have done a marvelous job of bringing together virtually everything a researcher, teacher, or student needs to know about learning using multiple media. I recommend the Handbook most highly.' Robert J. Sternberg, Professor of Human Development, Cornell University, USATable of ContentsPart I. Background: 1. Introduction to Multimedia Learning; 2. Foundations of Multimedia Learning; 3. Fifteen common but questionable principles of Multimedia Learning; 4. Research methods in Multimedia Learning; Part II. Theoretical Foundations: 5. Cognitive theory of Multimedia Learning; 6. Implications of cognitive load theory for Multimedia Learning; 7. Integrated model of text and picture comprehension; 8. The four component Instructional Design Model for Multimedia Learning; 9. Motivation and affect in Multimedia Learning; 10. Metacognition in Multimedia Learning; Part III. Basic Principles of Multimedia Learning: 11. The Multimedia Principle; 12. The multiple representation principle in Multimedia Learning; 13. The expertise reversal principle in Multimedia Learning; Part IV. Principles for Reducing Extraneous Processing in Multimedia Learning: 14. Principles for reducing extraneous processing in Multimedia Learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles; 15. The split attention principle in Multimedia Learning; 16. The redundancy principle in Multimedia Learning; 17. The Signaling (or cueing) principle in Multimedia Learning; 18. The worked example principle in Multimedia Learning; 19. Principles for managing essential processing in Multimedia Learning: Segmenting, pre-training, and Modality principles; 20. The Modality principle in Multimedia Learning; 21. The Transient information principle in Multimedia Learning; Part VI. Principles Based on Social and Affective Features of Multimedia Learning: 22. Principles Based on Social Cues in Multimedia Learning: Personalization, voice, embodiment, and image Principles; 23. The embodiment principle in Multimedia Learning; 24. The immersion principle in Multimedia Learning; 25. The Collaboration principle in Multimedia Learning; 26. The animation composition principle in Multimedia Learning; 27. The Emotional Design principle in Multimedia Learning; Part VII. Principles Based on Generative Activity in Multimedia Learning: 28. The Generative Activity principle in Multimedia Learning; 29. The Mapping principle in Multimedia Learning; 30. The Drawing principle in Multimedia Learning; 31. The Imagination principle in Multimedia Learning; 32. The Self-Explanation principle in Multimedia Learning; 33. The Guided Inquiry principle in Multimedia Learning; 34. The Feedback principle in Multimedia Learning; 35. The Learner Control principle in Multimedia Learning; 36. The Cognitive Load Self-Management principle in Multimedia Learning; Part VIII. Multimedia Learning with Media: 37. Multimedia Learning with online cognitive tutors; 38. Multimedia Learning with Animated Pedagogical agents; 39. Multimedia Learning with simulations and microworlds; 40. Multimedia Learning with Computer games; 41. Multimedia Learning with Instructional video; 41. Multimedia Learning with Instructional video Logan Fiorella; 42. Multimedia Learning in Virtual and Mixed reality; 43. Multimedia Learning with Visual displays; 44. Multimedia Learning from multiple documents; 45. Multimedia Learning in e-Courses; 46. Principles for educational assessment with Multimedia.

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Book SynopsisAdvances in computer graphic technologies have inspired new efforts to understand the potential of multimedia instruction as a means of promoting human learning. In Multimedia Learning, Third Edition, Richard E. Mayer takes an evidence-based approach to improving education using well-designed multimedia instruction. He reviews 15 principles of multimedia instructional design that are based on more than 200 experimental research studies and grounded in a cognitive theory of how people learn from words and graphics. The result is the latest instalment of what Mayer calls the Cognitive Theory of Multimedia Learning, a theory introduced in previous editions of Multimedia Learning and in The Cambridge Handbook of Multimedia Learning, Second Edition. This edition provides an up-to-date and systematic summary of research studies on multimedia learning, supplemented with complementary evidence from around the globe. It is well-suited to graduate and undergraduate courses in psychology, educatiTrade Review'Richard E. Mayer's Multimedia Learning has influenced generations of students worldwide. Written in his signature accessible style, this updated third edition provides a state-of-the-art overview on current knowledge of how (not) to design multimedia learning materials. It will be an invaluable resource for students, educators, and researchers alike.' Tamara van Gog, Professor of Educational Sciences, Utrecht University, The Netherlands'This book offers a key contribution to the growing area of multimedia instruction for promoting human learning. It expertly integrates theoretical and practical considerations for research on multimedia learning. The third edition is a valuable resource for those planning to optimise multimedia resources for educational advancement.' Olusola Adesope, Boeing Distinguished Professor of STEM Education, Washington State University, USA'Richard E. Mayer is the father of research into multimedia learning. The scope, details and direction of the field have been largely determined by his work. The previous editions of Multimedia Learning provided the best summary of the field. The consequent high expectations of the third edition are fully met.' John Sweller, Emeritus Professor of Educational Psychology, University of New South Wales, Australia'This textbook is a labor of love covering three decades of research on how to combine words and pictures in educational technologies. This updated edition reviews evidence on when principles should be implemented, boundary conditions, and avenues for future research. It is a must read for students, practioners, and scientists who design multimedia for learning!' Danielle McNamara, Director of the Science of Learning and Educational Technology (SoLET) Laboratory, Arizona State UniversityTable of ContentsPart I. Introduction to Multimedia Learning: 1. The promise of multimedia learning; 2. The science of learning: determining how multimedia works; 3. The science of instruction: determining what works in multimedia learning; 4. The science assessment: determining what is learned; 5. Multimedia principle; Part II. Principles for Reducing Extraneous Processing in Multimedia Learning: 6. Coherence principle; 7. Signaling principle; 8. Redundancy principle; 9. Spatial contiguity principle; 10. Temporal contiguity principle; Part III. Principles for Managing Essential Processing in Multimedia Learning: 11. Segmenting principle; 12. Pre-training principle; 13. Modality principle; Part IV. Principles for Fostering Generative Processing in Multimedia Learning: 14. Personalization principle; 15. Voice principle; 16. Image principle; 17. Embodiment principle; 18. Immersion principle; 19. Generative activity principle; Part V. Conclusion: 20. Principles of multimedia design.

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