MARC Record from marc_nuls

LEADER: 06322cam 2200457 i 4500
001 9925202765201661
005 20150220092621.4
008 140303s2014 nyua 001 0 eng
010 $a 2014002252
019 $a897753767
020 $a9781107035201 (Hardback)
020 $a1107035201 (Hardback)
020 $z9781107610316 (Paperback)
020 $a1107610311
020 $a9781107610316
035 $a40024793774
035 $a(OCoLC)881385714$z(OCoLC)897753767
035 $a(OCoLC)ocn881385714
040 $aDLC$beng$erda$cDLC$dYDX$dYDXCP$dOCLCF$dSTF$dIUL$dMEU$dCHVBK$dGZI
042 $apcc
050 00 $aLB1028.5$b.C283 2014
082 00 $a371.33/4$223
245 04 $aThe Cambridge handbook of multimedia learning /$cedited by Richard E. Mayer, University of California, Santa Barbara.
250 $aSecond Edition.
264 1 $aNew York :$bCambridge University Press,$c2014.
300 $axvii, 930 pages :$billustrations ;$c26 cm
336 $atext$2rdacontent
337 $aunmediated$2rdamedia
338 $avolume$2rdacarrier
490 1 $aCambridge Handbooks in Psychology
500 $aIncludes index.
520 $a"In recent years, multimedia learning, or learning from words and images, has developed into a coherent discipline with a significant research base. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. This revised second edition incorporates the latest developments in multimedia learning and contains new chapters on topics such as drawing, video, feedback, working memory, learner control, and intelligent tutoring systems. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work"--$cProvided by publisher.
504 $aIncludes bibliographical references and indexes.
505 00 $g1.$tIntroduction to multimedia learning /$rRichard E. Mayer --$gPart I.$tTheoretical Foundations:$g2.$tImplications of cognitive load theory for multimedia learning /$rFred Paas and John Sweller;$g3.$tCognitive theory of multimedia learning /$rRichard E. Mayer;$g4.$tIntegrated model of text and picture comprehension /$rWolfgang Schnotz;$g5.$tThe four-component instructional design model: multimedia principles in environments for complex learning /$rJeroen J.G. van Merrie nboer and Liesbeth Kester --$gPart II.$tBasic Principles of Multimedia Learning:$g6.$tTen common but questionable principles of multimedia learning /$rRichard E. Clark and David F. Feldon;$g7.$tThe multimedia principle /$rKirsten R. Butcher;$g8.$tThe split-attention principle in multimedia learning /$rPaul Ayres and John Sweller;$g9.$tThe modality principle in multimedia learning /$rRenae Low and John Sweller;$g10.$tThe redundancy principle in multimedia learning /$rSlava Kalyuga and John Sweller;$g11.$tThe signaling (or cueing) principle in multimedia learning /$rTamara van Gog;$g12.$tPrinciples for reducing extraneous processing in multimedia learning: coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles /$rRichard E. Mayer and Logan Fiorella;$g13.$tPrinciples for managing essential processing in multimedia learning: segmenting, pre-training, and modality principles /$rRichard E. Mayer and Celeste Pilegard;$g14.$tPrinciples based on social cues in multimedia learning: personalization, voice, image, and embodiment principles /$rRichard E. Mayer --$gPart III.$tAdvanced Principles of Multimedia Learning:$g15.$tThe guided discovery principle in multimedia learning /$rTon de Jong and Ard W. Lazonder;$g16.$tThe worked examples principle in multimedia learning /$rAlexander Renkl;$g17.$tThe self-explanation principle in multimedia learning /$rRuth Wylie and Michelene T.H. Chi;$g18.$tThe generative drawing principle in multimedia learning /$rDetlev Leutner and Annett Schmeck;$g19.$tThe feedback principle in multimedia learning /$rCheryl I. Johnson and Heather A. Priest;$g20.$tThe multiple representation principle in multimedia learning /$rShaaron Ainsworth;$g21.$tThe learner control principle in multimedia learning /$rKatharina Scheiter;$g22.$tAnimation principles in multimedia learning /$rRichard K. Lowe and Wolfgang Schnotz;$g23.$tThe collaboration principle in multimedia learning /$rPaul A. Kirschner, Femke Kirschner, and Jeroen Janssen;$g24.$tThe expertise reversal principle in multimedia learning /$rSlava Kalyuga;$g25.$tThe individual differences in working memory capacity principle for multimedia learning /$rJennifer Wiley, Christopher A. Sanchez, and Allison J. Jaeger --$gPart IV.$tMultimedia Learning of Cognitive Processes:$g26.$tMultimedia learning of cognitive processes /$rSusanne P. Lajoie;$g27.$tMultimedia learning of metacognitive strategies /$rRoger Azevedo;$g28.$tMultimedia learning and the development of mental models /$rMary Hegarty --$gPart V.$tMultimedia Learning in Advanced Computer-Based Contexts:$g29.$tMultimedia learning with intelligent tutoring systems /$rBenjamin D. Nye, Arthur C. Graesser, and Xiangen Hu;$g30.$tMultimedia learning with simulations and microworlds /$rJan L. Plass and Ruth N. Schwartz;$g31.$tMultimedia learning with computer games /$rSigmund Tobias, J.D. Fletcher, Benoit Bediou, Alexander P. Wind, and Fei Chen;$g32.$tMultimedia learning with video /$rSharon J. Derry, Miriam Gamoran Sherin, and Bruce L. Sherin;$g33.$tMultimedia learning from multiple documents /$rJean-Franc ʹois Rouet and Ann Britt;$g34.$tMultimedia learning in e-courses /$rRuth Colvin Clark.
546 $aText in English.
650 0 $aComputer-assisted instruction.
650 0 $aInteractive multimedia.
700 1 $aMayer, Richard E.,$d1947-
830 0 $aCambridge handbooks in psychology.
947 $cBOOK$fBOOK-SOE-K12$g140.00$hCIRCSTACKS$lNULS$n257415$o150713$p120.40$q1$r31786102998066
980 $a40024793774