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, personalisation, voice and image principles.
The 12 principles of multimedia instructional design have been reorganised 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.
About the Author
Richard E. Mayer is professor of psychology at the University of California, Santa Barbara, where he has served since 1975. He is the author of Multimedia Learning (Cambridge University Press, 2001) and editor of The Cambridge Handbook of Multimedia Learning (Cambridge University Press, 2005). In 2008 he received the American Psychological Association's Distinguished Contributions of Applications of Psychology to Education and Training Award.
"...The material is well structured and goes into succeeding levels of detail to describe what works and what doesn't. Cognitive aspects of how learning is delivered are thoroughly presented, using many charts and graphics to provide alternate means of viewing the text data. The text relies on extensive research performed by the author and other notable cognitive psychologists and instructional designers in the field. The book can serve as an excellent text for upper-level undergraduate and graduate courses in instructional design. It can also be used by professionals in the field, as a reference guide to what may be new cognitive research applied to the area of multimedia learning." --Bernice Glenn, Reviews.com (Computing Reviews)
|Introduction to Multimedia Learning||p. 1|
|The Promise of Multimedia Learning||p. 3|
|The Science of Instruction: Determining What Works in Multimedia Learning||p. 28|
|The Science of Learning: Determining How Multimedia Learning Works||p. 57|
|Principles for Reducing Extraneous Processing in Multimedia Learning||p. 85|
|Coherence Principle||p. 89|
|Signaling Principle||p. 108|
|Redundancy Principle||p. 118|
|Spatial Contiguity Principle||p. 135|
|Temporal Contiguity Principle||p. 153|
|Principles for Managing Essential Processing in Multimedia Learning||p. 171|
|Segmenting Principle||p. 175|
|Pre-training Principle||p. 189|
|Modality Principle||p. 200|
|Principles for Fostering Generative Processing in Multimedia Learning||p. 221|
|Multimedia Principle||p. 223|
|Personalization, Voice, and Image Principles||p. 242|
|Principles of Multimedia Design||p. 265|
|Author Index||p. 295|
|Subject Index||p. 300|
Audience: Tertiary; University or College
Number Of Pages: 318
Published: 12th January 2009
Publisher: Cambridge University Press
Country of Publication: GB
Dimensions (cm): 22.8 x 15.2 x 2.0
Weight (kg): 0.51
Edition Number: 2