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Bruce D. Homer
Researcher at City University of New York
Publications - 78
Citations - 4222
Bruce D. Homer is an academic researcher from City University of New York. The author has contributed to research in topics: Instructional design & Cognition. The author has an hindex of 25, co-authored 76 publications receiving 3317 citations. Previous affiliations of Bruce D. Homer include New York University & The Graduate Center, CUNY.
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Foundations of Game-Based Learning.
TL;DR: In this paper, the authors argue that to study or apply games as learning environments, multiple perspectives have to be taken into account, including cognitive, behavioral, affective, and sociocultural engagement with the subject matter.
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Emotional design in multimedia learning.
TL;DR: In this paper, a computer-based lesson on the topic of immunization was used as multimedia learning material, and participants were randomly assigned to four conditions created by two factors related to learners' emotion: external mood induction and emotional design induction (positive vs. neutral emotions).
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Emotional design in multimedia learning: Effects of shape and color on affect and learning
TL;DR: In this article, the authors examined design factors that may evoke positive emotions in learners and investigated the effects of these positive emotions on learning and found that well-designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by emotional design.
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Methamphetamine Abuse and Impairment of Social Functioning: A Review of the Underlying Neurophysiological Causes and Behavioral Implications
Bruce D. Homer,Todd M. Solomon,Robert W. Moeller,Amy Mascia,Lauren B. DeRaleau,Perry N. Halkitis +5 more
TL;DR: The reviewed literature provides strong circumstantial evidence that social-cognitive functioning is significantly impacted by methamphetamine use and that the social isolation, depression, and aggressiveness associated with chronic use is due to more than just the social withdrawal associated with addiction.
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The effects of video on cognitive load and social presence in multimedia-learning
TL;DR: In this paper, the authors examined the use of video in multimedia learning environments and found that low visual preference students experienced greater cognitive load in the video condition, while high visual-preference students experienced higher cognitive load on the no video condition.