The Cambridge handbook of multimedia learning, 1st Edition
By Richard E. Mayer. 2005
3,226 citations recorded by the source corpus.
During the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized in a handbook. The Cambridge Handbook of Multimedia Learning constitutes the world's first handbook devoted to comprehensive coverage of research and theory in the field of multimedia learning. 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). The focus of this handbook is on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation games, virtual reality, and computer-supported in-class presentations. The Cambridge Handbook of Multimedia Learning seeks to establish what works (that is, to ground research in cognitive theory), and to consider when and where it works (that is, to explore the implications of research for practice). (http://books.google.fr/books?id=duWx8fxkkk0C&printsec=frontcover&hl=fr#v=onepage&q&f=false)
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/a2b75f597f7eac27f1701a197476b30fcc104060
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Fred Paas
- Tamara van Gog
- Richard E. Mayer
- Alexander Renkl
- John Sweller
- Roxana Moreno
- Slava Kalyuga
- J. V. van Merriënboer
Citations in the corpus
- Epistemic Metacognition in the Context of Information Searching on the Web (2008, neutral): “Multimedia learning (Mayer, 2005) has become the focus of recent research in educational psychology.”
- Interactive Multimodal Learning Environments (2007, positive): “Finally, in the fourth study (Moreno and Mayer 2005) we found that students who learned with EF produced higher transfer scores (effect sizes of d =.75 and 1.87, for close and far transfer, respectively), gave fewer wrong answers during learning (effect size d =.94), and showed a greater reduction…”
- Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement (2010, positive): “Some effective means of doing so are cueing to guide attention to the right place at the right time (De Koning et al. 2009) or segmenting the animation, which “slows the pace of presentation, thereby enabling the learner to carry out essential processing” (Mayer 2005, pp. 170).”
- Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, positive): “Although people can be assumed to learn more from words and pictures than from words alone, not all multimedia presentations are considered equally effective (Mayer, 2005, 2009).”