First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in amount can be processed at one time (limited-capacity meaningful involves cognitive including building connections between representations (active-processing assumption). Second, learning, examine concept overload which learner's intended exceeds available capacity. Third, five...

During the past 10 years, field of multimedia learning has emerged as a coherent discipline with an accumulated research base that never been synthesized and organized in handbook. The Cambridge Handbook Multimedia Learning constitutes world's first handbook devoted to comprehensive coverage theory learning. is defined from words (e.g., spoken or printed text) pictures (e.g. illustrations, photos, maps, graphs, animation, video). focus this on how people learn computer-based environments....

How can we help students to understand scientific explanations of cause-and-effect systems, such as how a pump works, the human respiratory system or lightning storms develop? One promising approach involves multimedia presentation in visual and verbal formats, presenting computer-generated animations synchronized with narration illustrations next corresponding text. In review eight studies concerning whether instruction is effective, there was consistent evidence for effect: Students who...

Students viewed a computer animation depicting the process of lightning. In Experiment 1, they concurrently on-screen text presented near or far from animation, listened to narration. 2, narration, following preceding narration animation. Learning was measured by retention, transfer, and matching tests. 1 revealed spatial-contiguity effect in which students learned better when visual verbal materials were physically close. Both experiments modality input auditorily as speech rather than...

Students viewed a computer-generated animation depicting the process of lightning formation (Experiment 1) or operation car's braking system 2). In each experiment, students received either concurrent narration describing major steps (Group AN) on-screen text involving same words and presentation timing AT). Across both experiments, in Group AN outperformed AT recalling on retention test, finding named elements an illustration matching generating correct solutions to problems transfer test....

In 2 experiments, high- and low-spatial ability students viewed a computer-gener ated animation listened simultaneously (concurrent group) or successively (successive to narration that explained the workings either of bicycle tire pump (Experiment 1) human respiratory system 2). The concurrent group generated more creative solutions subsequent transfer problems than did successive group; this contiguity effect was strong for but not students. Consistent with dual-coding theory, spatial...

Reflecting important new research developments of the past eight years as well classic theories problem solving, this book provides a balanced survey higher cognitive processes, human thinking, and learning. Divided into four parts, discusses associationism Gestalt theory before introducing current induction deduction in part two. Part three considers recent information-processing analysis, outlining techniques for analyzing cognition strategies, knowledge structures. Finally, implications...

In 4 experiments, college students viewed an animation and listened to concurrent narration explaining the formation of lightning. When also received on-screen text that summarized (Experiment 1) or duplicated 2) narration, they performed worse on tests retention transfer than did who no text. This redundancy effect is consistent with a dual-channel theory multimedia learning in which adding can overload visual information-processing channel, causing learners split their attention between 2...

In three experiments, students read expository passages concerning how scientific devices work, which contained either no illustrations (control); static of the device with labels for each part (parts), major action (steps), or dynamic showing «off» and «on» states along (parts-and-steps)

In 2 experiments, students studied an animation depicting the operation of a bicycle tire pump or automobile braking system, along with concurrent oral narration steps in process (concurrent group), successive presentation and (by 4 different methods), alone, no instruction (control group). On retention tests, control group performed more poorly than each other groups, which did not differ from one another. problem-solving better These results are consistent dual-coding model requires...