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About this product
- DescriptionAlthough verbal learning offers a powerful tool, Mayer explores ways of going beyond the purely verbal. Recent advances in graphics techlogy and information techlogy 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, personalization, voice and image principles. The 12 principles of multimedia instructional design have been reorganized 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 t 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.
- Author BiographyRichard 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.
- Author(s)Richard E. Mayer
- PublisherCambridge University Press
- Date of Publication19/01/2009
- SubjectEducation & Teaching
- Place of PublicationCambridge
- Country of PublicationUnited Kingdom
- ImprintCambridge University Press
- Content Note49 tables
- Weight600 g
- Width152 mm
- Height228 mm
- Spine19 mm
- Edition Statement2nd Revised edition
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