The Cambridge Handbook of Multimedia Learning

This 2005 book constitutes comprehensive coverage of research and theory in the field of multimedia learning.

The Cambridge Handbook of Multimedia Learning

Author: Richard Mayer

Publisher: Cambridge University Press

ISBN: 9780521838733

Page: 663

View: 514

This 2005 book constitutes comprehensive coverage of research and theory in the field of multimedia learning.

The Cambridge Handbook of Multimedia Learning

The updated second edition of the only handbook to offer a comprehensive analysis of research and theory in the field of multimedia learning, or learning from words and images.

The Cambridge Handbook of Multimedia Learning

Author: Richard E. Mayer

Publisher: Cambridge University Press

ISBN: 1107035201

Page: 950

View: 930

The updated second edition of the only handbook to offer a comprehensive analysis of research and theory in the field of multimedia learning, or learning from words and images. It examines research-based principles to determine the most effective methods of multimedia instruction and uses cognitive theory to explain how these methods work.

Multimedia Learning

In this second edition, Mayer includes double the number of experimental comparisons, 6 new principles - signalling, segmenting, pertaining, personalization, voice and image principles.

Multimedia Learning

Author: Richard E. Mayer

Publisher: Cambridge University Press

ISBN: 0521514126

Page: 304

View: 118

Although verbal learning offers a powerful tool, Mayer explores ways of going beyond the purely verbal. Recent advances in graphics technology and information technology have prompted new efforts to understand the potential of multimedia learning as a means of promoting human understanding. In this second edition, Mayer includes double the number of experimental comparisons, 6 new principles - signalling, segmenting, pertaining, personalization, voice and image principles. The 12 principles of multimedia instructional design have been reorganized into three sections - reducing extraneous processing, managing essential processing and fostering generative processing. Finally an indication of the maturity of the field is that the second edition highlights boundary conditions for each principle research-based constraints on when a principle is likely or not likely to apply. The boundary conditions are interpreted in terms of the cognitive theory of multimedia learning, and help to enrich theories of multimedia learning.

Multimedia Learning

This book examines how people learn from words and graphics and provides 15 evidence-based principles for designing multimedia instruction.

Multimedia Learning

Author: Richard Mayer

Publisher: Cambridge University Press

ISBN: 1107187508

Page: 320

View: 105

This book examines how people learn from words and graphics and provides 15 evidence-based principles for designing multimedia instruction.

Cognitive Effects of Multimedia Learning

Artificial Intelligence Review, 9, 103-127. Mayerm n, E., & Gallini, J. (1990). When
is an illustration worth ten thousand words? Journal of Educational Psychology,
82, 715-726. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning ...

Cognitive Effects of Multimedia Learning

Author: Zheng, Robert Z.

Publisher: IGI Global

ISBN: 1605661597

Page: 440

View: 967

"This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher.

Managing Cognitive Load in Adaptive Multimedia Learning

In short, the book you are holding is a prime example of Multimedia Learning 3.0
—the newest phase in multimedia learning research. A commendable hallmark
of ... The Cambridge handbook of multimedia learning (pp. 325-338). New York: ...

Managing Cognitive Load in Adaptive Multimedia Learning

Author: Kalyuga, Slava

Publisher: IGI Global

ISBN: 1605660493

Page: 336

View: 195

"Provides theory and research-based recommendations on information presentation techniques for multimedia and e-learning environments. Focuses on extensively researched principles and methodologies, offering comprehensive research and practical implications while providing concrete examples on adaptive multimedia learning."--Publisher description.

Handbook of Research on Computer Enhanced Language Acquisition and Learning

In R. E. Mayer (Ed.), The Cambridge Handbook of multimedia learning (pp. 49-69
). New York: Cambridge University Press. Seel, N. M. (2000). Psychologie des
Lernens. München, Basel: Reinhardt. Sweller, J. (2005). Implications of Cognitive
 ...

Handbook of Research on Computer Enhanced Language Acquisition and Learning

Author: Zhang, Felicia

Publisher: IGI Global

ISBN: 1599048965

Page: 614

View: 375

Provides comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. Offers the latest knowledge related to research on computer-enhanced language acquisition and learning.

Innovative Mobile Learning Techniques and Technologies

Signaling as a cognitive guide in multimedia learning. Journal of Educational
Psychology, 93(2), 377-389. Mayer, R. E. (Ed.) (2005a). The cambridge
handbook of multimedia learning. Cambridge: Cambridge Press. Kane, M. J.,
Hambrick ...

Innovative Mobile Learning  Techniques and Technologies

Author: Ryu, Hokyoung

Publisher: IGI Global

ISBN: 1605660639

Page: 434

View: 702

"This book includes the challenges and practical experience of the design of M-Learning environments, covering current developments in M-learning experiences in both academia and industry"--Provided by publisher.

Advances in Human Factors and Ergonomics in Healthcare

The animation and interactivity principles in multimedia learning. The Cambridge
Handbook of Multimedia Learning. R. E. Mayer. Cambridge, USA, Cambridge
University Press: 287–296. Engelhardt, Y. (2002), The language of graphics.

Advances in Human Factors and Ergonomics in Healthcare

Author: Vincent G. Duffy

Publisher: CRC Press

ISBN: 1439834989

Page: 902

View: 370

Based on recent research, this book discusses how to improve quality, safety, efficiency, and effectiveness in patient care through the application of human factors and ergonomics principles. It provides guidance for those involved with the design and application of systems and devices for effective and safe healthcare delivery from both a patient and staff perspective. Its huge range of chapters covers everything from the proper design of bed rails to the most efficient design of operating rooms, from the development of quality products to the rating of staff patient interaction. It considers ways to prevent elderly patient falls and ways to make best use of electronic health records. It covers staff intractions with patients as well as staff interaction with computers and medical devices. It also provides way to improve organizational aspects in a healthcare setting, and approaches to modeling and analysis specifically targeting those work aspects unique to healthcare. Explicitly, the book contains the following subject areas: I. Healthcare and Service Delivery II. Patient Safety III. Modeling and Analytical Approaches IV. Human-System Interface: Computers & Medical Devices V. Organizational Aspects This book would be of special value internationally to those researchers and practitioners involved in various aspects of healthcare delivery. Seven other titles in the Advances in Human Factors and Ergonomics Series are: Advances in Applied Digital Human Modeling Advances in Cross-Cultural Decision Making Advances in Cognitive Ergonomics Advances in Occupational, Social and Organizational Ergonomics Advances in Human Factors, Ergonomics and Safety in Manufacturing and Service Industries Advances in Ergonomics Modeling & Usability Evaluation Advances in Neuroergonomics and Human Factors of Special Populations

Learning and the E Generation

The promise of multimedia learning: using the same instructional design methods
across different media. Learning and Instruction, 13: 125–39. Mayer, R. E. (2005).
The Cambridge handbook of multimedia learning. Cambridge: CUP. Mayer ...

Learning and the E Generation

Author: Jean D. M. Underwood

Publisher: John Wiley & Sons

ISBN: 1118897560

Page: 232

View: 968

Learning and the E-Generation examines the impact of new and emerging digital technologies—from computers and tablets to social media and video games—on learners in formal and informal settings. Assesses the psychological factors at play, including social, cognitive, and behavioral characteristics that are influenced by exposure to technology Addresses the risks and benefits of 21st century digital technology on children and young adults Written by two experts in the field who draw on the latest research and practice from psychology, neuroscience, and education Discusses the potential of technology to make the learning process more authentic and engaging, as well as the obstacles which can prevent this from happening effectively

The Cambridge Handbook of Visuospatial Thinking

12 Multimedia Learning : Guiding Visuospatial Thinking with Instructional
Animation Richard E. Mayer ABSTRACT Visuospatial thinking occurs when
someone forms a mental image and manipulates it in a principled manner .
Multimedia ...

The Cambridge Handbook of Visuospatial Thinking

Author: Priti Shah

Publisher: Cambridge University Press

ISBN: 9780521807104

Page: 561

View: 448

Publisher Description

Computer Games for Learning

He is past President of Division 15 (Educational Psychology) of the American
Psychological Association, past Vice ... such as The Cambridge Handbook of
Multimedia Learning: Second Edition (editor, 2014), Applying the Science of
Learning ...

Computer Games for Learning

Author: Richard E. Mayer

Publisher: MIT Press

ISBN: 0262027577

Page: 281

View: 160

Many strong claims are made for the educational value of computer games, but there is a need for systematic examination of the research evidence that might support such claims. This book fills that need by providing, a comprehensive and up-to-date investigation of what research shows about learning with computer games. Computer Games for Learning describes three genres of game research: the value-added approach, which compares the learning outcomes of students who learn with a base version of a game to those of students who learn with the base version plus an additional feature; the cognitive consequences approach, which compares learning outcomes of students who play an off-the-shelf computer game for extended periods to those of students who do not; and the media comparative approach, which compares the learning outcomes of students who learn material by playing a game to those of students who learn the same material using conventional media. After introductory chapters that describe the rationale and goals of learning game research as well as the relevance of cognitive science to learning with games, the book offers examples of research in all three genres conducted by the author and his colleagues at the University of California, Santa Barbara; meta-analyses of published research; and suggestions for future research in the field. The book is essential reading for researchers and students of educational games, instructional designers, learning-game developers, and anyone who wants to know what the research has to say about the educational effectiveness of computer games.

The psychology of music in multimedia

Multimedia learning in games, simulations, and microworlds. In R. E. Mayer (Ed.),
The Cambridge handbook of multimedia learning (pp. 549– 567). New York, NY:
Cambridge University Press. Rossman, G. (2004). Elites, masses, and media ...

The psychology of music in multimedia

Author: Siu-Lan Tan

Publisher: OUP Oxford

ISBN: 0191503266

Page: 456

View: 231

For most of the history of film-making, music has played an integral role serving many functions - such as conveying emotion, heightening tension, and influencing interpretation and inferences about events and characters. More recently, with the enormous growth of the gaming industry and the Internet, a new role for music has emerged. However, all of these applications of music depend on complex mental processes which are being identified through research on human participants in multimedia contexts. The Psychology of Music in Multimedia is the first book dedicated to this fascinating topic. The Psychology of Music in Multimedia presents a wide range of scientific research on the psychological processes involved in the integration of sound and image when engaging with film, television, video, interactive games, and computer interfaces. Collectively, the rich chapters in this edited volume represent a comprehensive treatment of the existing research on the multimedia experience, with the aim of disseminating the current knowledge base and inspiring future scholarship. The focus on empirical research and the strong psychological framework make this book an exceptional and distinctive contribution to the field. The international collection of contributors represents eight countries and a broad range of disciplines including psychology, musicology, neuroscience, media studies, film, and communications. Each chapter includes a comprehensive review of the topic and, where appropriate, identifies models that can be empirically tested. Part One presents contrasting theoretical approaches from cognitive psychology, philosophy, semiotics, communication, musicology, and neuroscience. Part Two reviews research on the structural aspects of music and multimedia, while Part Three focuses on research examining the influence of music on perceived meaning in the multimedia experience. Part Four explores empirical findings in a variety of real-world applications of music in multimedia including entertainment and educational media for children, video and computer games, television and online advertising, and auditory displays of information. Finally, the closing chapter in Part Five identifies emerging themes and points to the value of broadening the scope of research to encompass multisensory, multidisciplinary, and cross-cultural perspectives to advance our understanding of the role of music in multimedia. This is a valuable book for those in the fields of music psychology and musicology, as well as film and media studies.

Handbook of Research on Instructional Systems and Technology

A multimodal database as a background for emotional synthesis, recognition,
and training in e-learning systems. ... Intelligent agents as cognitive tools for
education. ... In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp.

Handbook of Research on Instructional Systems and Technology

Author: Kidd, Terry T.

Publisher: IGI Global

ISBN: 1599048663

Page: 1110

View: 429

"This book provides information on different styles of instructional design methodologies, tips, and strategies on how to use technology to facilitate active learning and techniques to help faculty and researchers develop online instructional and teaching materials. It enables libraries to provide a foundational reference for researchers, educators, administrators, and others in the context of instructional systems and technology"--Provided by publisher.

Institutional Transformation through Best Practices in Virtual Campus Development Advancing E Learning Policies

http://www.vark-learn.com/english/page. asp?p=questionnaire Grensing-Pophal,
L. (1998). Multimedia training technology proves its worth. HR Mag, May, 1621. ...
The Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge ...

Institutional Transformation through Best Practices in Virtual Campus Development  Advancing E Learning Policies

Author: Stansfield, Mark

Publisher: IGI Global

ISBN: 160566359X

Page: 354

View: 838

Provides cost effective and sustainable learning procedures vital to ensuring long term success for both teacher and student; covers the latest research and findings in relation to best practice examples and case studies.

Graphics for Learning

The role of discriminability in meaningful parallel learning. Journal of Educational
Psychology, 54, 331–336. Ayres, P., & Sweller, J. (2005). The split attention
principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook
of ...

Graphics for Learning

Author: Ruth C. Clark

Publisher: John Wiley & Sons

ISBN: 9780470880920

Page: 432

View: 484

Are you getting the most learning value from visuals? Thoroughly revised and updated, Graphics for Learning is the second edition of the bestselling book that summarizes the guidelines for the best use of graphics for instructional materials, including multimedia, texts, working aids, and slides. The guidelines are based on the most current empirical scientific research and are illustrated with a wealth of examples from diverse training materials. The authors show how to plan illustrations for various types of content, including facts, concepts, processes, procedures, and principles. The book also discusses technical and environmental factors that will influence how instructional professionals can apply the guidelines to their training projects. Praise for the First Edition "For years I've been looking for a book that links cognitive research on learning to graphics and instructional design. Here it is! Ruth Clark and Chopeta Lyons not only explain how to make graphics work—they've created a very interesting read, full of useful guidelines and examples." —Lynn Kearny, CPT, instructional designer and graphic communicator, Graphic Tools for Thinking and Learning "Finally! A book that integrates visual design into the larger context of instructional design and development." —Linda Lohr, Ed.D., author, Creating Graphics for Learning and assistant professor, University of Northern Colorado

Creating Self Regulated Learners

Strategies to Strengthen Students' Self-Awareness and Learning Skills Linda B.
Nilson. 242–244 ... Comparison study of learning in lecture vs. problembased
format. ... In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (
pp.

Creating Self Regulated Learners

Author: Linda Nilson

Publisher: Stylus Publishing, LLC

ISBN: 1579228690

Page: 180

View: 110

Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners. The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success. Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them. The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it.

User Centered Design for Medical Visualization

In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 287-
296). New York, NY: Cambridge University Press. the variables influencing
interactivity and spatial comprehension, it is important to establish the potential ...

User Centered Design for Medical Visualization

Author: Dong, Feng

Publisher: IGI Global

ISBN: 1599047799

Page: 434

View: 967

"This book features a comprehensive review of advances in medical visualization and human-computer interaction. It investigates the human roles during a visualization process, specifically motivation-based design, user-based design, and perception-and-cognitive-based design. It also provides real-world examples and insight into the analytical and architectural aspects of user centered design"--Provided by publisher.

Information Literacy Instruction

Cambridge Handbook of Multimedia Learning . New York : Cambridge University
Press . 2005b . “ Cognitive Theory of Multimedia Learning . In The Cambridge
Handbook of Multimedia Learning ( pp . 31–48 ) , edited by Richard E. Mayer .

Information Literacy Instruction

Author: Esther S. Grassian

Publisher: Neal-Schuman Publishers, Incorporated

ISBN:

Page: 412

View: 124

A guide for librarians on teaching users how to retrieve and understand information covers learning styles, planning, copyright, design, teaching methods, assessments, diversity, and related topics, and offers exercises and activities.

e Learning and the Science of Instruction

For me, this book is the 'bible' of our profession." —Peter Orton, Ph.D., IBM Center for Advanced Learning "The partnership between Ruth Clark and Richard Mayer in writing successive editions of e-Learning and the Science of Instruction ...

e Learning and the Science of Instruction

Author: Ruth C. Clark

Publisher: John Wiley & Sons

ISBN: 9781118086216

Page: 528

View: 501

Praise for The Third Edition of e-Learning and the Science of Instruction "If you design online learning, e-Learning and the Science of Instruction is a 'must read.' Unlike all the pontificating and conjecture that's been published about elearning, this important work details the evidence-based findings that provide practical guidelines for effective online instructional design. For me, this book is the 'bible' of our profession." —Peter Orton, Ph.D., IBM Center for Advanced Learning "The partnership between Ruth Clark and Richard Mayer in writing successive editions of e-Learning and the Science of Instruction has provided us with one of the most important collaborations in our discipline. Their ability to communicate complex concepts in clear, indeed sparkling prose is unrivalled. In e-Learning and the Science of Instruction, we have a book for everyone including students, professional instructional designers and researchers." —John Sweller, professor, School of Education, University of New South Wales "For the experienced instructional designer, having this supportive research provides the rationale needed to obtain consensus from a training development team." —David L. Bennett, senior training program developer, Northrop Grumman Shipbuilding "Graduate students, undergraduate students, or employees responsible for designing and developing educational software will benefit from e-Learning and the Science of Instruction. It opens your eyes to interesting ideas that you have never thought of when designing an e-course." —Thair Hamtini, chairman of the computer information systems department, The University of Jordan