000			06091cam a22004458i 4500
001			22056556
003			Urbe University
005			20250630163633.0
008			210527s2022 nyu b 001 0 eng
010			_a 2021026035
020			_a9781108841580 _q(hardback)
020			_a9781108814669 _q(paperback)
020			_z9781108894333 _q(epub)
035			_a22056556
040			_aDLC _beng _erda _cDLC
042			_apcc
050	0	0	_aLB1028.5 _b.C283 2022
082	0	0	_a371.33/4 _223
084			_aPSY000000 _aPSY000000 _2bisacsh
245	0	4	_aThe Cambridge handbook of multimedia learning / _cedited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia .
250			_aThird Edition.
260			_aNew York, NY : _bCambridge University Press, _c2022
263			_a2108
300			_axx, 607 pages
490	0		_aCambridge handbooks in psychology
500			_aRevised edition of The Cambridge handbook of multimedia learning, 2014.
504			_aIncludes bibliographical references and index.
505	0		_aPart I. Background: 1. Introduction to Multimedia Learning; 2. Foundations of Multimedia Learning; 3. Fifteen common but questionable principles of Multimedia Learning; 4. Research methods in Multimedia Learning; Part II. Theoretical Foundations: 5. Cognitive theory of Multimedia Learning; 6. Implications of cognitive load theory for Multimedia Learning; 7. Integrated model of text and picture comprehension; 8. The four component Instructional Design Model for Multimedia Learning; 9. Motivation and affect in Multimedia Learning; 10. Metacognition in Multimedia Learning; Part III. Basic Principles of Multimedia Learning: 11. The Multimedia Principle; 12. The multiple representation principle in Multimedia Learning; 13. The expertise reversal principle in Multimedia Learning; Part IV. Principles for Reducing Extraneous Processing in Multimedia Learning: 14. Principles for reducing extraneous processing in Multimedia Learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles; 15. The split attention principle in Multimedia Learning; 16. The redundancy principle in Multimedia Learning; 17. The Signaling (or cueing) principle in Multimedia Learning; 18. The worked example principle in Multimedia Learning; 19. Principles for managing essential processing in Multimedia Learning: Segmenting, pre-training, and Modality principles; 20. The Modality principle in Multimedia Learning; 21. The Transient information principle in Multimedia Learning; Part VI. Principles Based on Social and Affective Features of Multimedia Learning: 22. Principles Based on Social Cues in Multimedia Learning: Personalization, voice, embodiment, and image Principles; 23. The embodiment principle in Multimedia Learning; 24. The immersion principle in Multimedia Learning; 25. The Collaboration principle in Multimedia Learning; 26. The animation composition principle in Multimedia Learning; 27. The Emotional Design principle in Multimedia Learning; Part VII. Principles Based on Generative Activity in Multimedia Learning: 28. The Generative Activity principle in Multimedia Learning; 29. The Mapping principle in Multimedia Learning; 30. The Drawing principle in Multimedia Learning; 31. The Imagination principle in Multimedia Learning; 32. The Self-Explanation principle in Multimedia Learning; 33. The Guided Inquiry principle in Multimedia Learning; 34. The Feedback principle in Multimedia Learning; 35. The Learner Control principle in Multimedia Learning; 36. The Cognitive Load Self-Management principle in Multimedia Learning; Part VIII. Multimedia Learning with Media: 37. Multimedia Learning with online cognitive tutors; 38. Multimedia Learning with Animated Pedagogical agents; 39. Multimedia Learning with simulations and microworlds; 40. Multimedia Learning with Computer games; 41. Multimedia Learning with Instructional video; 41. Multimedia Learning with Instructional video Logan Fiorella; 42. Multimedia Learning in Virtual and Mixed reality; 43. Multimedia Learning with Visual displays; 44. Multimedia Learning from multiple documents; 45. Multimedia Learning in e-Courses; 46. Principles for educational assessment with Multimedia.
520			_a"As the first and only comprehensive research-based handbook on multimedia learning, The Cambridge Handbook of Multimedia Learning has helped define and shape the field, and has become recognized as its major reference work. Since the publication of the first edition in 2005 and the second edition in 2014, the field of multimedia learning has continued to grow as a coherent discipline with an accumulated research base worthy of being synthesized and organized in an updated handbook. Therefore, we are pleased to serve as editors for this third edition of The Cambridge Handbook of Multimedia Learning, which remains the most comprehensive and up-to-date volume summarizing research and theory in the field of multimedia learning. This third edition of The Cambridge Handbook of Multimedia Learning constitutes the latest progress report from the world's leading multimedia researchers. As in previous editions, the focus of this volume is on how to help people learn from words and pictures, particularly in computer-based environments. For purposes of the Handbook, multimedia learning is defined as learning from words (e.g., spoken or printed text) and pictures (e.g., illustrations, photos, maps, graphs, animation, or video)"--
650		7	_aPSYCHOLOGY / General _2bisacsh
650		7	_aPSYCHOLOGY / General _2bisacsh
650		0	_aComputer-assisted instruction.
650		0	_aInteractive multimedia.
700	1		_aMayer, Richard E., _d1947- _eeditor.
700	1		_aFiorella, Logan, _eeditor.
776	0	8	_iOnline version: _tCambridge handbook of multimedia learning _b3. _dNew York, NY : Cambridge University Press, 2022 _z9781108894333 _w(DLC) 2021026036
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK
999			_c594 _d594