Multimedia LearningCambridge University Press, 2021 - 433 halaman Advances in computer graphic technologies have inspired new efforts to understand the potential of multimedia instruction as a means of promoting human learning. In Multimedia Learning, Third Edition, Richard E. Mayer takes an evidence-based approach to improving education using well-designed multimedia instruction. He reviews 15 principles of multimedia instructional design that are based on more than 200 experimental research studies and grounded in a cognitive theory of how people learn from words and graphics. The result is the latest instalment of what Mayer calls the Cognitive Theory of Multimedia Learning, a theory introduced in previous editions of Multimedia Learning and in The Cambridge Handbook of Multimedia Learning, Second Edition. This edition provides an up-to-date and systematic summary of research studies on multimedia learning, supplemented with complementary evidence from around the globe. It is well-suited to graduate and undergraduate courses in psychology, education, computer science, communication, instructional design, and game design. |
Isi
determining how Multimedia Learning Works | 29 |
determining What Works | 63 |
determining What Was Learned | 95 |
Multimedia Principle | 117 |
Principles for Reducing Extraneous Processing in Multimedia | 139 |
Signaling Principle | 166 |
redundancy Principle | 186 |
Spatial Contiguity Principle | 207 |
PreTraining Principle | 265 |
Modality Principle | 281 |
Learning | 301 |
Voice Principle | 322 |
Embodiment Principle | 341 |
Immersion Principle | 357 |
Generative Activity Principle | 370 |
Conclusion | 395 |
Temporal Contiguity Principle | 227 |
Principles for Managing Essential Processing in Multimedia | 243 |
Author Index | 417 |
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