Cognitive Effects of Multimedia Learning (Premier Reference by Robert Zheng

By Robert Zheng

Now proven as an efficient software within the educational strategy, multimedia has penetrated academic structures at virtually each point of analysis. of their quest to maximise academic results and establish most sensible practices, multimedia researchers are actually increasing their examinations to increase in the direction of the cognitive performance of multimedia. Cognitive results of Multimedia studying identifies the function and serve as of multimedia in studying via a set of study stories targeting cognitive performance. a sophisticated selection of serious theories and practices, this a lot wanted contribution to the examine is a necessary conserving for tutorial libraries, and should gain researchers, practitioners and scholars in uncomplicated and utilized fields starting from schooling to cognitive sciences.

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Sweller, J. (2005). The split-attention effect in multimedia learning. In R. E. ), The Cambridge Handbook of Multimedia Learning (pp. 135-146). New York: Cambridge University Press. D. (1986). Working memory. Oxford, England: Oxford University Press. D. (1992). Working memory. Science, 255, 556-559. D. (1999). Human memory. Boston. Allyn & Bacon. , Plass, J. , & Leutner, D. (2002). Assessment of cognitive load in multimedia learning using dual-task methodology. Experimental Psychology , 49, 109-119.

In addition, these experiments differentiated between materi- als that were low or high in element interactivity. Tindall-Ford et al. predicted that low element interactivity material with its low intrinsic cognitive load would not demonstrate the modality effect because increasing effective working memory would be irrelevant under conditions where the information that had to be processed did not strain working memory capacity. The modality effect was obtained with high but not low element interactive materials.

Thought and choice in chess. The Hague, Netherlands, Mouton. (Original work published 1946). Ericsson, K. , & Kintsch, W. (1995). Longterm working memory. Psychological Review, 102, 211-245. Geary, D. (2007). Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. In J. S. Carlson & J. R. ), Psychological perspectives on contemporary educational issues (pp. 1-99). Greenwich, CT, Information Age Publishing. 15 Cognitive Architecture and Instructional Design in a Multimedia Context Miller, G.

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