Book ChapterDOI
Multimedia Learning: A Cognitive Theory of Multimedia Learning
Richard E. Mayer
- pp 41-62
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TLDR
In this paper, the authors examine principles for the learner-centered design of multimedia learning environments that meet three criteria: (1) intelligibility, (2) plausibility, and (3) applicability.Abstract:
Multimedia messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not. A cognitive theory of multimedia learning assumes that the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing, that each channel has limited capacity for processing, and that active learning entails carrying out a coordinated set of cognitive processes during learning. The five steps in multimedia learning are selecting relevant words from the presented text or narration, selecting relevant images from the presented illustrations, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent visual representation, and integrating the visual and verbal representations and prior knowledge. Processing of pictures occurs mainly in the visual/pictorial channel and processing of spoken words occurs mainly in the auditory/verbal channel, but processing of printed words takes place initially in the visual/pictorial channel and then moves to the auditory/verbal channel . The goal of this book is to examine principles for the learner-centered design of multimedia learning environments that meet three criteria: (1) intelligibility – the principles are derived from a cognitive theory of multimedia learning; (2) plausibility – the principles are consistent with empirical research on multimedia learning; (3) applicability – the principles can be applied to new multimedia learning situations. The second criterion, plausibility, is covered in chapters 4 through 10, which summarize an empirical research base for multimedia design principles.read more
Citations
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Journal ArticleDOI
Learning to see: Guiding students' attention via a Model's eye movements fosters learning
TL;DR: In this paper, eye movement modeling examples (EMME) were used to teach perceptual tasks, such as classifying fish locomotion, through eye movement simulation, which consisted of a replay of eye movements of a didactically behaving domain expert (model).
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Learning from Animated Diagrams: How Are Mental Models Built?
TL;DR: This paper synthesizes recent research to propose a theoretical framework for learners' perceptual and conceptual processing of animated diagrams and presents a five-stage model that characterizes the role of different levels of processing in building dynamic mental models of the depicted content.
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Searching for the role of emotions in e-learning
TL;DR: This special issue of Learning and Instruction examines the role of emotions in academic learning, with a special focus on emotions in computer-supported academic learning (or e-learning), and proposes an affective-cognitive model of e- Learning with links among an e- learning episode, the learner's emotional reaction during learning, theLearner's cognitive processing during learning and the learning outcome.
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Do drawing tasks improve monitoring and control during learning from text
Katrin Schleinschok,Katrin Schleinschok,Alexander Eitel,Katharina Scheiter,Katharina Scheiter +4 more
TL;DR: This paper investigated how drawing as a monitoring task affects self-regulated learning and cognitive load, and found that drawing was more strongly related to performance than cognitive load and self-regulation, but this effect was independent of whether students had to draw.
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Semantic annotation of video fragments as learning objects: a case study with YouTube videos and the Gene Ontology
TL;DR: This article discusses a solution for selecting and annotating existing content so that software applications can filter fragments that were previously marked as useful for particular learning needs that fits in the philosophy of multiple metadata profiles, allows for expressing fine-grained learning needs, and leverages the growing mass of contents by reusing well-established domain ontologies.
References
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Journal ArticleDOI
Cognitive Load Theory and the Format of Instruction
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TL;DR: Cuban as discussed by the authors traces cycles of acceptance and denial, enthusiasm of reformers, initial optimism of the educational community; the hesitancy, doubts, and frustrations of teachers; and the very slow and limited acceptance of the new technology.
Journal ArticleDOI
Multimedia learning: Are we asking the right questions?
TL;DR: This article found that students who received coordinated presentation of explanations in verbal and visual format (multiple representation group) generated a median of over 75% more creative solutions on problem-solving transfer tests than did those who received verbal explanations alone (single representation group).