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This is the 2nd edition with a publication date of 1/12/2009.
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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. Book jacket.
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.
Table of Contents
|Introduction to Multimedia Learning||p. 1|
|The Promise of Multimedia Learning||p. 3|
|The Science of Instruction: Determining What Works in Multimedia Learning||p. 28|
|The Science of Learning: Determining How Multimedia Learning Works||p. 57|
|Principles for Reducing Extraneous Processing in Multimedia Learning||p. 85|
|Coherence Principle||p. 89|
|Signaling Principle||p. 108|
|Redundancy Principle||p. 118|
|Spatial Contiguity Principle||p. 135|
|Temporal Contiguity Principle||p. 153|
|Principles for Managing Essential Processing in Multimedia Learning||p. 171|
|Segmenting Principle||p. 175|
|Pre-training Principle||p. 189|
|Modality Principle||p. 200|
|Principles for Fostering Generative Processing in Multimedia Learning||p. 221|
|Multimedia Principle||p. 223|
|Personalization, Voice, and Image Principles||p. 242|
|Principles of Multimedia Design||p. 265|
|Author Index||p. 295|
|Subject Index||p. 300|
|Table of Contents provided by Ingram. All Rights Reserved.|