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Multimedia Learning PDF

320 Pages·2009·1.728 MB·English
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This page intentionally left blank Multimedia Learning Second Edition For hundreds of years verbal messages such as lectures and printed lessons have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool, this book explores ways of going beyond the purely verbal. Recent advances in graphics technologyhavepromptedneweffortstounderstandthe potential of multimedia and multimedia learning as a meansofpromotinghumanunderstanding.InMultimedia Learning, Second Edition, Richard E. Mayer asks whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone. He reviewstwelveprinciplesofinstructionaldesignthatare basedonexperimentalresearchstudiesandgroundedin a theory of how people learn from words and pictures. The result is what Mayer calls the cognitive theory of multimedia learning, a theory introduced in the first edition of Multimedia Learning and further developed in The CambridgeHandbookofMultimediaLearning. Richard E. Mayer is Professor of Psychology at the University of California, Santa Barbara, where he has servedsince1975.HeistheauthorofMultimediaLearning (Cambridge University Press, 2001) and editor of The Cambridge Handbook of Multimedia Learning (Cambridge UniversityPress,2005).In2008hereceivedtheAmerican Psychological Association’s Distinguished Contributions ofApplicationsofPsychologytoEducationandTraining Award. Multimedia Learning Second Edition Richard E. Mayer UniversityofCalifornia, Santa Barbara CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521514125 © Richard E. Mayer 2001, 2009 This publication is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published in print format 2009 ISBN-13 978-0-511-50070-1 eBook (Adobe Reader) ISBN-13 978-0-521-51412-5 hardback ISBN-13 978-0-521-73535-3 paperback Cambridge University Press has no responsibility for the persistence or accuracy of urls for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Dedicated to Beverly Contents PREFACE ix SECTION I. INTRODUCTION TO MULTIMEDIA LEARNING 1 1 The Promise of Multimedia Learning 3 2 The Science of Instruction: Determining What Works in Multimedia Learning 28 3 The Science of Learning: Determining How Multimedia Learning Works 57 SECTION II. PRINCIPLES FOR REDUCING EXTRANEOUS PROCESSING IN MULTIMEDIA LEARNING 85 4 Coherence Principle 89 5 Signaling Principle 108 6 Redundancy Principle 118 7 Spatial Contiguity Principle 135 8 Temporal Contiguity Principle 153 SECTION III. PRINCIPLES FOR MANAGING ESSENTIAL PROCESSING IN MULTIMEDIA LEARNING 171 9 Segmenting Principle 175 10 Pre-training Principle 189 11 Modality Principle 200 vii viii Contents SECTION IV. PRINCIPLES FOR FOSTERING GENERATIVE PROCESSING IN MULTIMEDIA LEARNING 221 12 Multimedia Principle 223 13 Personalization, Voice, and Image Principles 242 SECTION V. CONCLUSION 263 14 Principles of Multimedia Design 265 REFERENCES 281 AUTHORINDEX 295 SUBJECT INDEX 300

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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.