The Cambridge Handbook of Multimedia Learning

The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning.

The Cambridge Handbook of Multimedia Learning

Author: Richard E. Mayer

Publisher: Cambridge University Press

ISBN: 1139992481

Page:

View: 605

In recent years, multimedia learning, or learning from words and images, has developed into a coherent discipline with a significant research base. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. This revised second edition incorporates the latest developments in multimedia learning and contains new chapters on topics such as drawing, video, feedback, working memory, learner control, and intelligent tutoring systems. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work.

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: 135

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

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: 538

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: 529

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

Handbook of Game Based Learning

The expertise reversal principle in multimedia learning. In R. E. Mayer (Ed.), The
Cambridge handbook of multimedia learning (2nd ed., pp. 576–597). New York,
NY: Cambridge University Press. Mayer, R. E. (2009). Multimedia learning (2nd ...

Handbook of Game Based Learning

Author: Jan L. Plass

Publisher: MIT Press

ISBN: 0262043386

Page: 600

View: 107

A comprehensive introduction to the latest research and theory on learning and instruction with computer games. This book offers a comprehensive introduction to the latest research on learning and instruction with computer games. Unlike other books on the topic, which emphasize game development or best practices, Handbook of Game-Based Learning is based on empirical findings and grounded in psychological and learning sciences theory. The contributors, all leading researchers in the field, offer a range of perspectives, including cognitive, motivational, affective, and sociocultural. They explore research on whether (and how) computer games can help students learn educational content and academic skills; which game features (including feedback, incentives, adaptivity, narrative theme, and game mechanics) can improve the instructional effectiveness of these games; and applications, including games for learning in STEM disciplines, for training cognitive skills, for workforce learning, and for assessment. The Handbook offers an indispensable reference both for readers with practical interests in designing or selecting effective game-based learning environments and for scholars who conduct or evaluate research in the field. It can also be used in courses related to play, cognition, motivation, affect, instruction, and technology. Contributors Roger Azevedo, Ryan S. Baker, Daphne Bavelier, Amanda E. Bradbury, Ruth C. Clark, Michele D. Dickey, Hamadi Henderson, Bruce D. Homer, Fengfeng Ke, Younsu Kim, Charles E. Kinzer, Eric Klopfer, James C. Lester, Kristina Loderer, Richard E. Mayer, Bradford W. Mott, Nicholas V. Mudrick, Brian Nelson, Frank Nguyen, V. Elizabeth Owen, Shashank Pawar, Reinhard Pekrun, Jan L. Plass, Charles Raffale, Jonathon Reinhardt, C. Scott Rigby, Jonathan P. Rowe, Richard M. Ryan, Ruth N. Schwartz, Quinnipiac Valerie J. Shute, Randall D. Spain, Constance Steinkuehler, Frankie Tam, Michelle Taub, Meredith Thompson, Steven L. Thorne, A. M. Tsaasan

The Cambridge Handbook of Cognition and Education

Multimedia literacy. In D. J. Leu, J. Coiro, M. Knobel, & C. Lankshear (eds.),
Handbook of research on new literacies (pp. 359–377). Mahwah, NJ: Lawrence
Erlbaum. Mayer, R. E. (2009). Multimedia learning, 2nd edn. New York:
Cambridge ...

The Cambridge Handbook of Cognition and Education

Author: John Dunlosky

Publisher: Cambridge University Press

ISBN: 1108245102

Page:

View: 555

This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.

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: 167

"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: 813

"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.

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: 339

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

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: 220

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: 202

"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.

Handbook of Research on E Learning Methodologies for Language Acquisition

E-learning standards: Open enablers of learning or compliance strait jackets?
Proceedings of ... In M.D. Bush & R.M. Terry (Eds.), Technology enhanced
language learning (pp. 121-163). ... The Cambridge handbook of multimedia
learning.

Handbook of Research on E Learning Methodologies for Language Acquisition

Author: de C ssia Veiga Marriott, Rita

Publisher: IGI Global

ISBN: 1599049953

Page: 646

View: 579

"This book discusses the complete range of contemporary research topics such as computer modeling, geometry, geoprocessing, and geographic information systems"--Provided by publisher.

Recent Innovations in Educational Technology that Facilitate Student Learning

The split - attention principle in multimedia learning . In R . E . Mayer ( Ed . ) , The
Cambridge handbook of multimedia learning ( pp . 135 – 146 ) . New York :
Cambridge University Press . Baddeley , A . ( 1992 ) . Working memory . Science
 ...

Recent Innovations in Educational Technology that Facilitate Student Learning

Author: Daniel H. Robinson

Publisher: Information Age Pub Incorporated

ISBN:

Page: 290

View: 314

Many innovations are developed in the field of educational technology that hold fascinating promises but enjoy almost no empirical support. There are educational researchers who have done both - developed innovations and tested their potential empirically. This book discusses the most promising innovations from leading educational technologists.

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: 375

Publisher Description

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: 192

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

Contemporary Motivation Research

Schnotz , W . ( 2005 ) . An integrated model of multimedia learning . In R . E .
Mayer ( Ed . ) , The Cambridge Handbook of Multimedia Learning ( pp . 49 - 69 ) .
Cambridge : Cambridge University Press . Schnotz , W . , & Bannert , M . ( 2003 ) .

Contemporary Motivation Research

Author: Marold Wosnitza

Publisher: Hogrefe & Huber Pub

ISBN:

Page: 377

View: 758

Motivation research has a huge amount to offer in diverse areas of work and life. As with all scientific endeavors, however, it must face the issue of generalizability knowing what works and under what conditions. This book confronts that issue by showcasing both applied "snapshots" and more basic theory-based enquiries that provide a global picture of contemporary motivation research and its applications. A stellar group of international scholars discuss different theoretical perspectives (e.g., achievement goals, self-determination, cognitive load, control value of achievement emotions, interest, self-efficacy) in diverse contexts (e.g., cooperative learning, help-seeking, teacher education, technology facilitation) to highlight the dynamic interplay between more basic research and real-life practice in classrooms and the workplace.

Learning as a Generative Activity

Eight Learning Strategies that Promote Understanding Logan Fiorella, Richard E.
Mayer. Mayer, R. E. (1984). Aids to prose ... The Cambridge Handbook of
Multimedia Learning (2nd ed.). New York, NY: Cambridge University Press.
Mayer ...

Learning as a Generative Activity

Author: Logan Fiorella

Publisher: Cambridge University Press

ISBN: 1316258513

Page:

View: 451

During the past twenty-five years, researchers have made impressive advances in pinpointing effective learning strategies (namely, activities the learner engages in during learning that are intended to improve learning). In Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding, Logan Fiorella and Richard E. Mayer share eight evidence-based learning strategies that promote understanding: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. Each chapter describes and exemplifies a learning strategy, examines the underlying cognitive theory, evaluates strategy effectiveness by analyzing the latest research, pinpoints boundary conditions, and explores practical implications and future directions. Each learning strategy targets generative learning, in which learners actively make sense out of the material so they can apply their learning to new situations. This concise, accessible introduction to learning strategies will benefit students, researchers, and practitioners in educational psychology, as well as general readers interested in the important twenty-first-century skill of regulating one's own learning.

Computer Games for Learning

He is the author of more than 400 publications including 25 books, such as The
Cambridge Handbook of Multimedia Learning: Second Edition (editor, 2014),
Applying the Science of Learning (2011), Handbook of Research on Learning
and ...

Computer Games for Learning

Author: Richard E. Mayer

Publisher: MIT Press

ISBN: 0262027577

Page: 281

View: 103

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: 119

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.