Multimedia Learning

  • Filename: multimedia-learning.
  • ISBN: 9780521514125
  • Release Date: 2009-01-19
  • Number of pages: 304
  • Author: Richard E. Mayer
  • Publisher: Cambridge University Press

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.

e Learning and the Science of Instruction

  • Filename: e-learning-and-the-science-of-instruction.
  • ISBN: 111808621X
  • Release Date: 2011-07-13
  • Number of pages: 528
  • Author: Ruth C. Clark
  • Publisher: John Wiley & Sons

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

Managing Cognitive Load in Adaptive Multimedia Learning

  • Filename: managing-cognitive-load-in-adaptive-multimedia-learning.
  • ISBN: 9781605660493
  • Release Date: 2008-11-30
  • Number of pages: 336
  • Author: Kalyuga, Slava
  • Publisher: IGI Global

"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.

Design for Multimedia Learning

  • Filename: design-for-multimedia-learning.
  • ISBN: 0132422158
  • Release Date: 1997
  • Number of pages: 240
  • Author: Tom Boyle
  • Publisher:

The multimedia revolution has created exciting new opportunities for the construction of powerful learning environments that encompass a wide variety of disciplines such as computing, graphic design, psychology and film theory.

The Cambridge Handbook of Multimedia Learning

  • Filename: the-cambridge-handbook-of-multimedia-learning.
  • ISBN: 9781107035201
  • Release Date: 2014-07-28
  • Number of pages: 950
  • Author: Richard E. Mayer
  • Publisher: Cambridge University Press

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.

Instructional Design for Multimedia Learning

  • Filename: instructional-design-for-multimedia-learning.
  • ISBN: 383096384X
  • Release Date:
  • Number of pages:
  • Author: Allemagne European association for research on learning and instruction Special interest group 6 Instructional design International workshop 5 Erfurt
  • Publisher: Waxmann Verlag

Cognitive Effects of Multimedia Learning

  • Filename: cognitive-effects-of-multimedia-learning.
  • ISBN: 9781605661599
  • Release Date: 2008-12-31
  • Number of pages: 440
  • Author: Zheng, Robert
  • Publisher: IGI Global

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

Increasing Student Learning Through Multimedia Projects

  • Filename: increasing-student-learning-through-multimedia-projects.
  • ISBN: 9780871206640
  • Release Date: 2002-01-01
  • Number of pages: 140
  • Author: Michael Simkins
  • Publisher: ASCD

Addressed to K-12 teachers, discusses enhancing student achievement through project-based learning with multimedia and offers principles and guidelines to insure that multimedia projects address curriculum standards.

Effects of Experiential Learning on Face to Face and Multimedia Learning Environments in the Acquisition of Active Listening Skills

  • Filename: effects-of-experiential-learning-on-face-to-face-and-multimedia-learning-environments-in-the-acquisition-of-active-listening-skills.
  • ISBN: 9780549326700
  • Release Date: 2007
  • Number of pages: 170
  • Author:
  • Publisher: ProQuest

A first group of hypotheses proposed that Experiential Learning would be more effective than Exposure plus Discussions in terms of satisfaction, perception of learning gains, and learning and skills acquisition. A second group of hypotheses proposed that Multimedia would be more effective than F2F learning in terms of satisfaction and perception of learning gains, but not on learning or skills acquisition. A third group of hypotheses proposed an interaction between Teaching Techniques and Learning Environments, a Multimedia learning environment being more effective depending on Teaching Technique. It was hypothesized that Multimedia would be more effective whether using Experiential Learning. Multiple Analysis of Variance and Analysis of Covariance were used to analyze the data.

Interactive Multimedia Learning

  • Filename: interactive-multimedia-learning.
  • ISBN: 9783319102566
  • Release Date: 2014-09-05
  • Number of pages: 220
  • Author: Johannes Konert
  • Publisher: Springer

This book introduces new concepts and mechanisms regarding the usage of both social media interactions and artifacts for peer education in digital educational games. Digital games in general, and digital educational games in particular, represent an area with a high potential for interdisciplinary innovation, not only from an information technology standpoint, but also from social science, psychological and didactic perspectives. This book presents an interdisciplinary approach to educational games, which is centered on information technology and aims at: (1) improving digital management by focusing on the exchange of learning outcomes and solution assessment in a peer-to-peer network of learners; (2) achieving digital implementation by using forms of interaction to change the course of educational games; and (3) providing digital support by fostering group-formation processes in educational situations to increase both the effects of educational games and knowledge exchange at the individual level. In addition to a systematic analysis of the relationship between software architecture, educational games and social media applications, the book also presents the implemented IT systems' architectures and algorithmic solutions as well as the resulting applicable evaluation findings from the field of interactive multimedia learning.

Narration in Multimedia Learning Environments Exploring the Impact of Voice Origin Gender and Presentation Mode

  • Filename: narration-in-multimedia-learning-environments-exploring-the-impact-of-voice-origin-gender-and-presentation-mode.
  • ISBN: 9781109142495
  • Release Date: 2009
  • Number of pages: 94
  • Author:
  • Publisher: ProQuest

This study was designed to examine the differences between the use of human and computer voices, male and female voices, and the presence of an animated pedagogical agent coupled with narration or narration only on student learning and perceptions within a multimedia computer educational environment. It was also designed to examine how these different factors interact with each other to enhance learners' experiences. Participants in this study were taught the basic principles of relational database design in one of eight possible conditions: (a) Male/Human/Agent, (b) Male/Human/Narration, (c) Male/Computer/Agent, (d) Male/Computer/Narration, (e) Female/Male/Agent, (f) Female/Human/Narration, (g) Female/Computer/Agent, and h) Female/Computer/Narration. The 172 participants in this study completed a pretest, posttest, and attitude questionnaire during the course of the experience. Participants presented with a human voice demonstrated significantly greater gains in learning than their peers that listened to the same content presented by a computer voice. The results also indicated that neither the gender of the voice nor presentation mode of the material provided any significant learning advantages, whether analyzed alone or as part of an interaction analysis. The use of an agent was not significantly better than audio alone and the gender of the speaker did not have any significant impact.

Multimedia Learning

  • Filename: multimedia-learning.
  • ISBN: 0080438547
  • Release Date: 2001
  • Number of pages: 203
  • Author: Jarmo Levonen
  • Publisher: Emerald Group Pub Limited

With the increased dissemination of information technologies in education, the issue of how learners deal with multimedia information systems has become critical. New research questions have emerged such as: How well do people learn from multimedia documents? How do they achieve integration between text and any other media? How can you make computerised information systems fit user information processing strategies and styles? And what is the potential of hypermedia applications for education, training and work? This volume is based on a selection of papers presented at the first International Seminar on Using Complex Information Systems held in Poitiers, France. The volume presents a comprehensive overview of research issues related to multimedia usage considered from cognitive and instructive perspectives. It relates theories of mental representations, information processing and learning to issues of design and use of multimedia technologies.

Multimedia Computer based Training and Learning The Role of Referential Connections in Supporting Cognitive Learning Outcomes

  • Filename: multimedia-computer-based-training-and-learning-the-role-of-referential-connections-in-supporting-cognitive-learning-outcomes.
  • ISBN: 9780549888819
  • Release Date: 2008
  • Number of pages: 653
  • Author:
  • Publisher: ProQuest

Multimedia theory has generated a number of principles and guidelines to support computer-based training (CBT) design. However, the cognitive processes responsible for learning, from which these principles and guidelines stem from, are only indirectly derived by focusing on cognitive learning outcome differences. Unfortunately, the effects that cognitive processes have on learning are based on the assumption that cognitive learning outcomes are indicative of certain cognitive processes. Such circular reasoning is what prompted this dissertation. Specifically, this dissertation looked at the notion of referential connections, which is a prevalent cognitive process that is thought to support knowledge acquisition in a multimedia CBT environment. Referential connections, and the related cognitive mechanisms supporting them, are responsible for creating associations between verbal and visual information; as a result, their impact on multimedia learning is theorized to be far reaching. Therefore, one of the main goals of this dissertation was to address the issue of indirectly assessing cognitive processes by directly measuring referential connections to (a) verify the presence of referential connections, and (b) to measure the extent to which referential connections affect cognitive learning outcomes. To achieve this goal, a complete review of the prevalent multimedia theories was brought forth. The most important factors thought to be influencing referential connections were extracted and cataloged into variables that were manipulated, fixed, covaried, or randomized to empirically examine the link between referential connections and learning. Specifically, this dissertation manipulated referential connections by varying the temporal presentation of modalities and the color coding of instructional material. Manipulating the temporal presentation of modalities was achieved by either presenting modalities simultaneously or sequentially. Color coding manipulations capitalized on pre-attentive highlighting and pairing of elements (i.e., pairing text with corresponding visuals). As such, the computer-based training varied color coding on three levels: absence of color coding, color coding without pairing text and corresponding visual aids, and color coding that also paired text and corresponding visual aids. The modalities employed in the experiment were written text and static visual aids, and the computer-based training taught the principles of flight to naive participants. Furthermore, verbal and spatial aptitudes were used as covariates, as they consistently showed to affect learning. Overall, the manipulations were hypothesized to differentially affect referential connections and cognitive learning outcomes, thereby altering cognitive learning outcomes. Specifically, training with simultaneously presented modalities was hypothesized to be superior, in terms of referential connections and learning performance, to a successive presentation, and color coding modalities with pairing of verbal and visual correspondents was hypothesized to be superior to other forms of color coding. Finally, it was also hypothesized that referential connections would positively correlate with cognitive learning outcomes and, indeed, mediate the effects of temporal contiguity and color coding on learning. A total of 96 were randomly assigned to one of the six experimental groups, and were trained on the principles of flight. The key construct of referential connections was successfully measured with three methods. Cognitive learning outcomes were captured by a traditional declarative test and by two integrative (i.e., knowledge application) tests. Results showed that the two multimedia manipulation impacted cognitive learning outcomes and did so through corresponding changes of related referential connections (i.e., through mediation). Specifically, as predicted, referential connections mediated the impact of both temporal contiguity and color coding on lower- and higher-level cognitive learning outcomes. Theoretical and practical implications of the results are discussed in relation to computer-based training design principles and guidelines. Specifically, theoretical implications focus on the contribution that referential connections have on multimedia learning theory, and practical implications are brought forth in terms of instructional design issues. Future research considerations are described as they relate to further exploring the role of referential connections within multimedia CBT paradigms.

Cultural Effects in Mayer s Generative Theory of Multimedia Learning

  • Filename: cultural-effects-in-mayer-s-generative-theory-of-multimedia-learning.
  • ISBN: 0549134409
  • Release Date: 2007
  • Number of pages: 145
  • Author: Jim Aken
  • Publisher: ProQuest

Students in established classes in community colleges in New Mexico were recruited to take part in a study that investigated whether Mayer's principles of multimedia learning and spatial contiguity effect would transfer across cultural lines. A lesson was presented in 3 formats, an Integrated Graphics format, a Separated Graphics format, and a Text-only format. A Fact Recall test and 5 problem-solving scenarios were administered to 197 participants in the study to test fact recall and learning transfer. Results were calculated using a fully factored MANOVA with Bonferroni adjustments to control familywise error. For the low-experience subjects, significant spatial contiguity effects were found within the Native American cultural group for the Integrated Graphics lesson design over the Separated Graphics lesson design. Significant multimedia effects were found within the Caucasian cultural group for the Separated Graphics lesson design over the Text-only lesson design. Improvements in fact recall of up to 44% were noted in the Native American cultural group and improvements of up to 56% were noted in the Caucasian cultural group. Learning transfer improvements up to 59% were noted in the Integrated Graphics lesson design over the Text-only design for the Caucasian cultural group.

The Principles of Multimedia Learning Reducing Cognitive Load to Construct Meaningful Learning in Online Courses

  • Filename: the-principles-of-multimedia-learning-reducing-cognitive-load-to-construct-meaningful-learning-in-online-courses.
  • ISBN: 0549394257
  • Release Date: 2007
  • Number of pages: 125
  • Author: Courtney Rae Kernek
  • Publisher: ProQuest

Most notably, the results suggest that students learn best when the instructional materials present them the opportunity to make rather than take meaning. This finding is one of great importance because it purports that multimedia environments have the potential of promoting meaningful e-learning by varying the degree of student interactivity while considering specific characteristics of learners, such as level of expertise and learning styles. However, future research is needed to investigate the aforementioned issues, particularly the relationship between the interactivity effect and the student's level of prior knowledge.

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