Cognitive Effects of Multimedia Learning

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Zheng, Robert
IGI Global, Dec 31, 2008 - Business & Economics - 440 pages
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Now established as an effective tool in the instructional process, multimedia has penetrated educational systems at almost every level of study. In their quest to maximize educational outcomes and identify best practices, multimedia researchers are now expanding their examinations to extend towards the cognitive functionality of multimedia.

Cognitive Effects of Multimedia Learning identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality. An advanced collection of critical theories and practices, this much needed contribution to the research is an essential holding for academic libraries, and will benefit researchers, practitioners and students in basic and applied fields ranging from education to cognitive sciences.

 

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Contents

Acknowledgment
Cognitive Architecture and Instructional Design in a Multimedia Context
Multimedia Learning and Working Memory Capacity
Measurement of Cognitive Load During Multimedia Learning Activities
Manipulating Multimedia Materials
Theoretical and Instructional Aspects of Learning with Visualizations
Evidences from Eye Tracking
Spatial and Nonspatial Integration in Learning and Training with Multimedia Systems
A Case Study
Current and Emerging Perspectives
Supporting DiscoveryBased Learning within Simulations
Fostering Transfer in Multimedia Instructional Environments
Developing Individual Instructional Experiences to Support Science Understanding
Designing Multimedia to Trace Goal Setting in Studying
Using Narrative and GameSchema Acquisition Techniques to Support Learning from Educational Games
New Chances for Young Linguistically Disadvantaged Children

Meeting the Challenge of Cognitive Load in Conditions of Unfettered Exploration in Online Multimedia Environments
Motivation and Multimedia Learning
Emergence of Analogies in Collaboratively Conducted Computer Simulations
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About the author (2008)

Robert Zheng is an associate professor of Instructional Design and Educational Technology in the Department of Educational Psychology at the University of Utah. He also is the director of Center for the Advancement of Technology in Education (CATE) at the University of Utah. His research interests include online instructional design, cognition and multimedia learning, and human-computer interaction. He edited and co-edited several books including Cognitive Effects on Multimedia Learning, Online Instructional Modeling: Theories and Practices, and Adolescent Online Social Communication and Behavior: Relationship Formation on the Internet. He has published numerous book chapters and research papers in the areas of multimedia, online learning, and cognition. [Editor]

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