What Is Multimedia Learning?
This book is written for those interested in the scientific principles of multimedia learning. This book can be used in some university courses, including psychology, pedagogy, and computer science, etc .; it can also be used in some specialties, such as educational technology, instructional design, applied cognitive psychology, technical writing, graphic design, and human One machine interaction and so on. I do not require readers to have any knowledge or experience in psychology, pedagogy, or technology. They only need to be interested in the prospect of multimedia learning, that is, how to develop the potential of multimedia information to improve human understanding. [1]
Multimedia learning
- Richard E. Meyer is a well-known contemporary American educational psychologist, cognitive psychologist and experimental psychologist.
- The multimedia encyclopedia has become the newest of many reference books for students, and the combination of words and pictures on the World Wide Web can be found everywhere. Are these presentations helpful to learners? How do people learn in the presentation of words and pictures? What is the best way to design multimedia information? These are questions raised in the development of image technology. In this book, my basic principle is to answer these questions through a set of detailed and systematic research work. And understanding how people learn from words and pictures is very useful for mastering how to design multimedia information.
- Throughout the 1990s and beyond, my colleagues and I conducted many studies on multimedia learning in Santa Barbara. This book systematically summarizes our findings. The results include the seven principles of multimedia information design and a cognitive theory of multimedia learning. In short, this book summarizes research aimed at realizing the prospects of multimedia learning, that is, the potential of using words and pictures together to promote human understanding.
- This book has both theoretical and practical positioning. On the one hand, it is aimed at those interested in basic theories and research on cognitive psychology about how people learn from words and pictures. On the other hand, it is aimed at those who are interested in the practice of designing effective multimedia presentations. If you are interested in the theoretical foundation or the application foundation (or a combination of the two) of multimedia learning, then this book is for you.
- book review
- "Multimedia Learning will be an influential book. Richard E. Meyer has highly
- Scientific and applied research work is introduced into the field of multimedia education. This is what I have been doing for a while
- One of the most fascinating books seen. "
- Walter Ginski, the work of "Understanding"
- By
- introduction
- Chapter 1 The Prospects of Multimedia Learning
- What is multimedia?
- Reasons to adopt multimedia learning
- Three perspectives on multimedia information
- Two perspectives on multimedia design
- Two metaphors about multimedia learning
- Three Learning Results of Multimedia Learning
- Two types of active learning
- Chapter II Multimedia Teaching Information
- What is multimedia teaching information?
- Formation of lightning storms
- How the brake works
- How pumps work
- in conclusion
- Chapter 3 Cognitive Theory of Multimedia Learning
- Three hypotheses of cognitive theory in multimedia learning
- Five Steps to Cognitive Theory in Multimedia Learning
- Examples of three presentation materials processing
- in conclusion
- Chapter 4 Multimedia Cognitive Principles
- introduction
- Multimedia research
- application
- Chapter V Space Approach Principle
- introduction
- Study on spatial proximity effect
- application
- Chapter VI Time Approach Principle
- introduction
- Study on the effect of time proximity
- application
- Chapter VII Principle of Consistency
- Consistency principle 1: Students' learning is impaired when interesting but irrelevant words and pictures are added to the multimedia presentation
- Consistency principle 2: Students' learning is impaired when interesting but unrelated sounds and music are added to the multimedia presentation
- Consistency Principle 3: When unnecessary words are removed from multimedia presentations, student learning is promoted
- application
- Chapter VIII Channel Principle
- introduction
- Experimental Study of Channel Effect
- application
- Chapter 9 Redundancy Principle
- introduction
- Experimental Study of Redundant Effects
- application
- Chapter X Individual Difference Principle
- Questions about multimedia learning
- Individual Difference Principle 1: The Role of Learners' Existing Knowledge and Experience
- Individual Difference Principle 2: The Role of Learner Spatial Competence
- application
- Chapter 11 Principles of Multimedia Design
- Seven principles of multimedia design
- Five questions about multimedia
- Contributions and challenges of multimedia learning research
- references
- Name index
- Subject index
- Postscript