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| Author | : Zheng, Robert Z. |
| Publisher | : IGI Global |
| Total Pages | : 440 |
| Release | : 2008-12-31 |
| Genre | : Business & Economics |
| ISBN | : 1605661597 |
"This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher.
| Author | : Robert Zheng |
| Publisher | : IGI Global Snippet |
| Total Pages | : 417 |
| Release | : 2009 |
| Genre | : Computers |
| ISBN | : 9781605661582 |
Now established as an effective tool in the instructional process, multimedia has penetrated educational systems at almost every level of study. In their quest to maximize educational outcomes and identify best practices, multimedia researchers are now expanding their examinations to extend towards the cognitive functionality of multimedia.""Cognitive Effects of Multimedia Learning"" identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality. An advanced collection of critical theories and practices, this much needed contribution to the research is an essential holding for academic libraries, and will benefit researchers, practitioners and students in basic and applied fields ranging from education to cognitive sciences.
| Author | : Richard E. Mayer |
| Publisher | : Cambridge University Press |
| Total Pages | : 321 |
| Release | : 2009-01-19 |
| Genre | : Computers |
| ISBN | : 0521514126 |
An evidence based, rigorous text reviewing 12 principles of experimental studies grounded in cognitive theory of multi-media learning.
| Author | : Richard E. Mayer |
| Publisher | : Cambridge University Press |
| Total Pages | : 800 |
| Release | : 2021-12-09 |
| Genre | : Psychology |
| ISBN | : 9781108814669 |
Digital 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 precisely how effective teaching practices achieve their goals or fail to engage.
| Author | : John Dunlosky |
| Publisher | : Cambridge University Press |
| Total Pages | : 1130 |
| Release | : 2019-02-07 |
| Genre | : Psychology |
| ISBN | : 1108245102 |
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.
| Author | : Lisa M. PytlikZillig |
| Publisher | : IAP |
| Total Pages | : 290 |
| Release | : 2006-05-01 |
| Genre | : Education |
| ISBN | : 1607525011 |
This volume will highlight papers presented at the second Nebraska Symposium on Information Technology in Education. With chapters focusing on the latest research findings and theoretical principles for using technology in education, the volume will extend findings from current research on technology-mediated instruction into a set of practical principles for designers, teachers, and managers of educational technology. Contributors will identify technical and design features required for sharing of content and assessment tools and will target promising areas for future research and development in technology-based learning, instruction, and assessment.
| Author | : Jan L. Plass |
| Publisher | : Cambridge University Press |
| Total Pages | : 287 |
| Release | : 2010-04-26 |
| Genre | : Psychology |
| ISBN | : 1107394112 |
Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.
| Author | : Max Giardina |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 263 |
| Release | : 2012-12-06 |
| Genre | : Computers |
| ISBN | : 3642777058 |
Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange. The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and build new knowledge. The situation created by such a new learning environments that give new powers to individuals, particularly with regard to accessing and handling diversified dimensions of information, is becoming increasingly prevalent in the field of education. The old static equilibrium, in which fixed roles are played by the teacher (including the teaching environment) and the learner, is shifting to dynamic eqUilibrium where the nature of information and its processing change, depending on the situation, the learning context and the individual's needs.
| Author | : Jesse S. Zolna |
| Publisher | : |
| Total Pages | : |
| Release | : 2005 |
| Genre | : Cognition |
| ISBN | : |
Research in educational psychology has focused on facilitating learning by using two presentation modalities (auditory and visual) to convey information. Learning is theorized to improve through an increase in perceptual information flow. I hypothesized that presenting information in two modalities might also provide additional benefits that occur after information is perceived, and while it is being processed for learning. The present study explored whether perceptual effects and cognitive effects of multimedia presentation can be separated by presenting auditory and visual information sequentially or simultaneously. During simultaneous presentation, the typical multimedia effect (that is, facilitating learning by presenting information in two modalities) did not occur, suggesting that the multimedia effect might depend upon more than perceptual effects. Moreover, the manipulation showed significant effects of presentation type during sequential presentation, suggesting that effects previously thought to be a result of reducing perceptual overlap might actually occur after perception. Based on the results of this study, I recommend that information designers reconsider the sources assumed to influence the multimedia learning effect. This would have implications for determining the optimal presentation of information.
| Author | : Slava Kalyuga |
| Publisher | : IAP |
| Total Pages | : 268 |
| Release | : 2015-05-01 |
| Genre | : Education |
| ISBN | : 1681231360 |
The book explores a cognitive load perspective on instructional guidance. Cognitive load theory is focused on instructional design implications and prescriptions that flow from human cognitive architecture, and it has become one of the leading theories of instructional design. According to this theoretical perspective, the purpose of instructional guidance is to reduce learner potential cognitive overload by providing appropriate information in the right time and in a suitable format. As the learner’s level of prior knowledge is considered as the main factor influencing this decision, the effect of learner prior knowledge on effectiveness of instructional methods (the expertise reversal effect in cognitive load theory) provides the basic framework for the book. The fully-guided direct instruction and minimally-guided inquiry (discovery or exploratory) learning are often discussed in instructional psychology literature as examples of approaches with opposed degrees of guidance provided to the learners. This book considers the whole range of the levels of guidance (including intermediate levels) and approaches the problem of balancing learner guidance from a cognitive load perspective. The significance of this approach is in applying our current knowledge of human cognitive architecture to develop an integrated instructional approach bringing together the best features and advantages of direct instruction and inquiry learning. Both direct instruction and inquiry learning approaches have been around for long time, and their proponents can produce evidence of their effectiveness. This evidence needs to be treated within the context of appropriate learning goals in specific instructional settings for specific types of learners. This book provides an unbiased theoretical framework for managing learner instructional guidance and working principles for selecting appropriate levels and methods of instructional guidance (e.g., sequences of exploratory problems and explicit instruction; forms and levels of embedded guidance; and adapting methodologies) optimal for learners at different levels of prior knowledge.
