Multimedia Learning. Second Edition

Autor/in	Mayer, Richard E.
Titel	Multimedia Learning. Second Edition
Quelle	(2009), (318 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-5215-1412-5
Schlagwörter	Instructional Design; Verbal Learning; Multimedia Instruction; Epistemology; Educational Technology; Multimedia Materials; Learning Theories; Educational Principles; Learning Processes; Computer Graphics; Visual Learning; Information Technology; Audiovisual Aids + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Verbales Lernen; Multimediales Lernen; Erkenntnistheorie; Unterrichtsmedien; Learning theory; Lerntheorie; Bildungsprinzip; Learning process; Lernprozess; Computergrafik; Visual education; Visuelles Lernen; Informationstechnologie; Audiovisuelles Medium
Abstract	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. The book is divided into five parts: (1) Introduction to Multimedia Learning; (2) Principles for Reducing Extraneous Processing in Multimedia Learning; (3) Principles for Managing Essential Processing in Multimedia Learning; (4) Principles for Fostering Generative Processing; and (5) Conclusion. (Contains 49 tables.) (As Provided).
Anmerkungen	Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: http://www.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10