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The Cambridge Handbook of Multimedia Learning, Second Edition

Author: Mayer.
Publisher: Cambridge University Press, 2014.
Edition/Format:   Print book : Document   Computer File : English

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  Read more...


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Genre/Form: Electronic books
Additional Physical Format: Print
Cambridge Handbook of Multimedia Learning, Second Edition
Material Type: Document
Document Type: Book, Computer File
All Authors / Contributors: Mayer.
OCLC Number: 941105202
Description: 1 online resource
Contents: 1. Introduction Richard E. Mayer; Part I. Theoretical Foundations: 2. Implications of cognitive load theory for multimedia learning Fred Paas and John Sweller; 3. Cognitive theory of multimedia learning Richard E. Mayer; 4. Integrated model of text and picture comprehension Wolfgang Schnotz; 5. The four-component instructional design model: multimedia principles in environments for complex learning Jeroen J. G. van Merrienboer and Liesbeth Kester; Part II. Basic Principles of Multimedia Learning: 6. Ten common but mistaken principles of multimedia learning Richard E. Clark and David F. Feldon; 7. The multimedia principle Kirsten R. Butcher; 8. The split-attention principle in multimedia learning Paul Ayres and John Sweller; 9. The modality principle in multimedia learning Renae Low and John Sweller; 10. The redundancy principle in multimedia learning Slava Kalyuga and John Sweller; 11. The signaling principle in multimedia learning Tamara van Gog; 12. Principles for reducing extraneous processing in multimedia learning: coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles Richard E. Mayer and Logan Fiorella; 13. Principles for managing essential processing in multimedia learning: segmenting, pre-training, and modality principles Richard E. Mayer and Celeste Pilegard; 14. Principles based on social cues: personalization, voice, image, and embodiment principles Richard E. Mayer; Part III. Advanced Principles of Multimedia Learning: 15. The guided discovery principle in multimedia learning Ton de Jong and Ard W. Lazonder; 16. The worked examples principle in multimedia learning Alexander Renkl; 17. The self-explanation principle in multimedia learning Ruth Wylie and Michelene T. H. Chi; 18. The generative drawing principle in multimedia learning Detlev Leutner and Annett Schmeck; 19. The feedback principle in multimedia learning Cheryl I. Johnson and Heather A. Priest; 20. The multiple representations principle in multimedia learning Shaaron Ainsworth; 21. The learner control principle in multimedia learning Katharina Scheiter; 22. Animation principles in multimedia learning Richard K. Lowe and Wolfgang Schnotz; 23. The collaboration principle in multimedia learning Paul A. Kirschner, Femke Kirschner and Jereon Janssen; 24. The expertise reversal principle in multimedia learning Slava Kalyuga; 25. The individual differences in working memory capacity principle for multimedia learning Jennifer Wiley, Christopher A. Sanchez and Allison J. Jaeger; Part IV. Multimedia Learning of Cognitive Processes: 26. Multimedia learning of cognitive processes Susanne P. Lajoie; 27. Multimedia learning of metacognitive strategies Roger Azevedo; 28. Multimedia learning and the development of mental models Mary Hegarty; Part V. Multimedia Learning in Advanced Computer-Based Contexts: 29. Multimedia learning with intelligent tutoring systems Benjamin D. Nye, Arthur C. Graesser and Xiangen Hu; 30. Multimedia learning with simulations and microworlds Jan Plass and Ruth N. Schwartz; 31. Multimedia learning with computer games Sigmund Tobias, J. D. Fletcher, Benoit Bediou, Alexander P. Wind and Fei Chen; 32. Multimedia learning with video Sharon Derry, Miriam Gamoran Sherin and Bruce L. Sherin; 33. Multimedia learning from multiple documents Jean-Francois Rouet and Ann Britt; 34. Multimedia learning in e-courses Ruth Colvin Clark.


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'This handbook should be required reading by every PhD student in instructional technology. Much of the research reported represents a model for the type of research that I believe should be done by Read more...

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