Using multimedia for e-learning.
This paper reviews 12 research-based principles for how to design computer-based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn b...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 5; pp. 403 - 424 |
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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Sep2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=125026820&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125026820 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Sep2017 vid: 33 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 125026820 125026820 125026820 10.1111/jcal.12197 125026820 ppf: 403 ppct: 21 formats: tig: atl: Using multimedia for e-learning. aug: au: Mayer, R.E. affil: Department of Psychological and Brain Sciences, University of California, CA, USA sug: subj: Multimedia Computer-Assisted Instruction Learning Methods Human Cognition Teaching Materials ab: This paper reviews 12 research-based principles for how to design computer-based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer-based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence ( d = 0.70), signalling ( d = 0.46), redundancy ( d = 0.87), spatial contiguity ( d = 0.79) and temporal contiguity ( d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting ( d = 0.70), pre-training ( d = 0.46) and modality ( d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization ( d = 0.79), voice ( d = 0.74) and embodiment ( d = 0.36). Some principles have boundary conditions, such as being stronger for low- rather than high-knowledge learners. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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