Multimedia learning / Richard E. Mayer.

Mayer, Richard E., 1947-

Call Number	371.33/467
Author	Mayer, Richard E., 1947- author.
Title	Multimedia learning / Richard E. Mayer.
Edition	Second edition.
Physical Description	1 online resource (xiii, 304 pages) : digital, PDF file(s).
Notes	Title from publisher's bibliographic system (viewed on 05 Oct 2015).
Summary	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.
Subject	COMPUTER-ASSISTED INSTRUCTION. INTERACTIVE MULTIMEDIA.
Multimedia	https://doi.org/10.1017/CBO9780511811678

Total Ratings: 0

Copies
MARC Record
Reviews
Details


No records found to display.

02280nam a22003738i 4500

001

vtls001584912

003

VRT

005

20200921122200.0

006

m|||||o||d||||||||

007

cr||||||||||||

008

200921s2009||||enk o ||1 0|eng|d

020

$a 9780511811678 (ebook)

020

$z 9780521514125 (hardback)

020

$z 9780521735353 (paperback)

035

$a (UkCbUP)CR9780511811678

039

$y 202009211222 $z santha

040

$a UkCbUP $b eng $e rda $c UkCbUP

050

$a LB1028.5 $b .M36 2009

082

$a 371.33/467 $2 22

100

$a Mayer, Richard E., $d 1947- $e author.

245

$a Multimedia learning / $c Richard E. Mayer.

250

$a Second edition.

264

$a Cambridge : $b Cambridge University Press, $c 2009.

300

$a 1 online resource (xiii, 304 pages) : $b digital, PDF file(s).

336

$a text $b txt $2 rdacontent

337

$a computer $b c $2 rdamedia

338

$a online resource $b cr $2 rdacarrier

500

$a Title from publisher's bibliographic system (viewed on 05 Oct 2015).

520

$a 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.

650

$a COMPUTER-ASSISTED INSTRUCTION.

650

$a INTERACTIVE MULTIMEDIA.

776

$i Print version: $z 9780521514125

856

$u https://doi.org/10.1017/CBO9780511811678

999

$a VIRTUA

No Reviews to Display

Summary	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.
Notes	Title from publisher's bibliographic system (viewed on 05 Oct 2015).
Subject	COMPUTER-ASSISTED INSTRUCTION. INTERACTIVE MULTIMEDIA.
Multimedia	https://doi.org/10.1017/CBO9780511811678