Multimedia Learning This book examines how people learn from words and graphics and provides 15 evidence-based principles for designing multimedia instruction. Richard E. Mayer (Author) 9781316638088, Cambridge University Press Paperback / softback, published 9 July 2020 450 pages24.5 x 18.9 x 2.2 cm, 0.99 kg 'This textbook is a labor of love covering three decades of research on how to combine words and pictures in educational technologies. This updated edition reviews evidence on when principles should be implemented, boundary conditions, and avenues for future research. It is a must read for students, practioners, and scientists who design multimedia for learning!' Danielle McNamara, Director of the Science of Learning and Educational Technology (SoLET) Laboratory, Arizona State University 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. Part I. Introduction to Multimedia Learning: 1. The promise of multimedia learning 2. The science of learning: determining how multimedia works 3. The science of instruction: determining what works in multimedia learning 4. The science assessment: determining what is learned 5. Multimedia principle Part II. Principles for Reducing Extraneous Processing in Multimedia Learning: 6. Coherence principle 7. Signaling principle 8. Redundancy principle 9. Spatial contiguity principle 10. Temporal contiguity principle Part III. Principles for Managing Essential Processing in Multimedia Learning: 11. Segmenting principle 12. Pre-training principle 13. Modality principle Part IV. Principles for Fostering Generative Processing in Multimedia Learning: 14. Personalization principle 15. Voice principle 16. Image principle 17. Embodiment principle 18. Immersion principle 19. Generative activity principle Part V. Conclusion: 20. Principles of multimedia design. Subject Areas: Educational psychology [JNC], Cognition & cognitive psychology [JMR], Psychology [JM]
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