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Multimedia Learning

2nd Edition


  • Date Published: March 2009
  • availability: Available
  • format: Paperback
  • isbn: 9780521735353

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About the Authors
  • Although verbal learning offers a powerful tool, Mayer 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 this second edition, Mayer includes double the number of experimental comparisons, 6 new principles - signalling, segmenting, pertaining, personalization, voice and image principles. The 12 principles of multimedia instructional design have been reorganized into three sections - reducing extraneous processing, managing essential processing and fostering generative processing. Finally an indication of the maturity of the field is that the second edition highlights boundary conditions for each principle research-based constraints on when a principle is likely or not likely to apply. The boundary conditions are interpreted in terms of the cognitive theory of multimedia learning, and help to enrich theories of multimedia learning.

    • Evidence-based approach , based on rigorous scientific research and research-based theory
    • Expanded research base, expanded and reorganized theoretical principles
    • New focus on boundary conditions indicating the maturity of the field since the first edition
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    Product details

    • Edition: 2nd Edition
    • Date Published: March 2009
    • format: Paperback
    • isbn: 9780521735353
    • length: 320 pages
    • dimensions: 229 x 150 x 18 mm
    • weight: 0.43kg
    • contains: 49 tables
    • availability: Available
  • Table of Contents

    Part I. Introduction to Multimedia Learning:
    1. The promise of multimedia learning
    2. Science of instruction: determining what works in multimedia learning
    3. Science of learning: determining how multimedia learning works
    Part II. Principles for Reducing Extraneous Processing in Multimedia Learning:
    4. Coherence principle
    5. Signaling principle
    6. Redundancy principle
    7. Spatial contiguity principle
    8. Temporal contiguity principle
    Part III. Principles for Managing Essential Processing in Multimedia Learning:
    9. Segmenting principle
    10. Pretraining principle
    11. Modality principle
    Part IV. Principles for Fostering Generative Processing:
    12. Multimedia principle
    13. Personalization, voice, and image principles
    Part V. Conclusion:
    14. Principles of multimedia design

  • Resources for

    Multimedia Learning

    Richard E. Mayer

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  • Instructors have used or reviewed this title for the following courses

    • Advanced Educational Psychology
    • American Indian Multimedia, Research and Design
    • CSCI Computer Literacy
    • Cognitive Science Seminar (graduate level)
    • Cognitive Science and Ed Tech I
    • Communicating Technical Information
    • Computer-Based Instruction
    • Computer-aided Learning/Instruction
    • Design Develpment
    • Graphical Interface Design for the Web
    • Instructional Design
    • Instructional Software Design
    • Integration and Management of Computers in Education
    • Interactive Interface Design
    • Interactive Multimedia for Learning
    • Microcomputers in Secondary Education
    • Multi-Media Systems
    • Multimedia Authoring I
    • Multimedia Design
    • Multimedia Design and Development
    • Multimedia Design and Instruction
    • Multimedia Learning
    • Multimedia and Web Technology
    • Multimedia in the Classroom
    • Multimedia/Hypermedia
    • Online Teaching and Training
    • Principles of Multimedia
    • Technology and Inst in Society
  • Author

    Richard E. Mayer, University of California, Santa Barbara
    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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