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 and information technology have prompted new efforts to understand the potential of multimedia learning as a means of promoting human understanding. In Multimedia Learning, Second Edition, Richard E. Mayer examines whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone. He reviews 12 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 first developed 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
"...The material is well structured and goes into succeeding levels of detail to describe what works and what doesn’t. Cognitive aspects of how learning is delivered are thoroughly presented, using many charts and graphics to provide alternate means of viewing the text data. The text relies on extensive research performed by the author and other notable cognitive psychologists and instructional designers in the field. The book can serve as an excellent text for upper-level undergraduate and graduate courses in instructional design. It can also be used by professionals in the field, as a reference guide to what may be new cognitive research applied to the area of multimedia learning."
—Bernice Glenn, Reviews.com (Computing Reviews)
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Product Details

  • ISBN-13: 9780521735353
  • Publisher: Cambridge University Press
  • Publication date: 1/12/2009
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 318
  • Sales rank: 594,192
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.90 (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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