Multimedia Learning / Edition 2

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Overview

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 technology have prompted new efforts to understand the potential of multimedia and multimedia learning as a means of promoting human understanding. In Multimedia 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 reviews twelve principles of instructional design that are based on experimental research studies and grounded in 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 Cambridge Handbook of Multimedia Learning.
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Editorial Reviews

From the Publisher
"Written and admirable clarity...Helps to clarify a complex subject and to correct some frequent misconceptions about learning with new media. It is excellent in terms of its comprehensibility to readers of many different backgrounds. As a consequence, it should both help practitioners develop a more differentiated view of learning from multimedia and stimulate further discussions among scientists in the field." Contemporary Psychology

"well-organized chapters...Well-written and informative, the volume provides specific information for improving multimedia presentaions. Recommended for upper-division undergraduates and above." CHOICE Jan 2002

"[T]his book should be read by all students of multimedia learning." Imagination, Cognition and Personality

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Product Details

  • ISBN-13: 9780521514125
  • Publisher: Cambridge University Press
  • Publication date: 2/28/2009
  • Edition number: 2
  • Pages: 318
  • Product dimensions: 5.80 (w) x 9.10 (h) x 1.00 (d)

Meet the Author

Richard E. Mayer is professor of psychology at the University of California, Santa Barbara, where he has served since 1975. He is the author of Multimedia Learning (Cambridge University Press, 2001) and editor of The Cambridge Handbook of Multimedia Learning (Cambridge University Press, 2005). In 2008 he received the American Psychological Association's Distinguished Contributions of Applications of Psychology to Education and Training Award.
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Table of 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

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

Author Index 295

Subject Index 300

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