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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.

Cognitive psychology --- Computer assisted instruction --- Road traffic --- Computer-assisted instruction --- Interactive multimedia --- Computer-assisted instruction. --- Interactive multimedia. --- Interactieve multimedia --- Multimedia --- Hypermedia systems --- Interactive media --- Computer software --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Education --- Educational technology --- Programmed instruction --- Telematics --- Data processing --- Educational psychology

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In the last decade, the field of multimedia learning emerged as a coherent discipline with an accumulated research base that had never been synthesized and organized in a handbook. The Cambridge Handbook of Multimedia Learning, first published in 2005, constituted 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).

371.694 --- #PBIB:2005.4 --- Geprogrammeerde instructie. CAI. Leermachines. Computerbegeleid onderwijs. --- 371.694 Geprogrammeerde instructie. CAI. Leermachines. Computerbegeleid onderwijs. --- Audio-visual education --- Computer-assisted instruction --- Interactive multimedia --- Educational technology --- Teaching --- Instructional materials personnel --- Visual education --- Hypermedia systems --- Interactive media --- Computer software --- Geprogrammeerde instructie. CAI. Leermachines. Computerbegeleid onderwijs --- Handbooks, manuals, etc. --- Health Sciences --- Psychiatry & Psychology

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800.515 --- 084 --- 084 Grafische voorstellingen. Illustraties. Audio-visuele documentatie. Multimedia --- Grafische voorstellingen. Illustraties. Audio-visuele documentatie. Multimedia --- 800.515 Computerondersteunend (taal)onderwijs. Computer Assisted Language Learning --- Computerondersteunend (taal)onderwijs. Computer Assisted Language Learning --- Computer-assisted instruction --- Interactive multimedia --- Hypermedia systems --- Interactive media --- Computer software --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Education --- Educational technology --- Programmed instruction --- Telematics --- Data processing --- Computer-assisted instruction. --- Interactive multimedia. --- #BAVD --- #PBIB:2001.4 --- #SBIB:309H501 --- #SBIB:316.334.1O400 --- Mediapedagogiek (incl. mediadidactiek) --- Leer- en onderwijsgedrag: algemeen --- Health Sciences --- Psychiatry & Psychology --- Enseignement multimedia

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During the past twenty-five years, researchers have made impressive advances in pinpointing effective learning strategies (namely, activities the learner engages in during learning that are intended to improve learning). In Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding, Logan Fiorella and Richard E. Mayer share eight evidence-based learning strategies that promote understanding: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. Each chapter describes and exemplifies a learning strategy, examines the underlying cognitive theory, evaluates strategy effectiveness by analyzing the latest research, pinpoints boundary conditions, and explores practical implications and future directions. Each learning strategy targets generative learning, in which learners actively make sense out of the material so they can apply their learning to new situations. This concise, accessible introduction to learning strategies will benefit students, researchers, and practitioners in educational psychology, as well as general readers interested in the important twenty-first-century skill of regulating one's own learning.

Learning ability. --- Learning strategies. --- Strategies, Learning --- Learning, Psychology of --- Ability --- Active learning. --- Action learning --- Activity learning --- Activity teaching --- Learning --- Experiential learning --- Active learning --- Learning ability --- Learning strategies

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Cognitive psychology --- Learning --- Memory --- Learning, Psychology of --- Psychologie de l'apprentissage --- Mémoire --- 159.95 --- Retention (Psychology) --- Intellect --- Psychology --- Thought and thinking --- Comprehension --- Executive functions (Neuropsychology) --- Mnemonics --- Perseveration (Psychology) --- Reproduction (Psychology) --- Psychology of learning --- Educational psychology --- Learning ability --- Geestelijke functies --- Psychological aspects --- Learning, Psychology of. --- Memory. --- 159.95 Geestelijke functies --- Mémoire --- Learning.