September 2007
Intermediate to advanced
496 pages
10h 53m
English
book
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
by Ruth C. Clark, Richard E. Mayer
Content preview from e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
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7.9. Evidence for Omitting Extraneous Words Added for Interest
Do students learn more deeply from a narrated animation when interesting verbal information is added to the narration? To address this question, Mayer, Heiser, and Lonn (2001) asked some students to view a three-minute narrated animation about lightning formation, like the one described in the previous section. Other students viewed the same three-minute presentation, but with six additional narration segments inserted at various points. The narration segments were short and fit within the three-minute presentation at points that otherwise were silent. For example, after saying that water vapor forms a cloud, the narrator added: "On a warm cloudy day, swimmers are sitting ducks for ...
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O’Reilly covers everything we've got, with content to help us build a world-class technology community, upgrade the capabilities and competencies of our teams, and improve overall team performance as well as their engagement.Julian F.
I wanted to learn C and C++, but it didn't click for me until I picked up an O'Reilly book. When I went on the O’Reilly platform, I was astonished to find all the books there, plus live events and sandboxes so you could play around with the technology.Addison B.
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I'm always learning. So when I got on to O'Reilly, I was like a kid in a candy store. There are playlists. There are answers. There's on-demand training. It's worth its weight in gold, in terms of what it allows me to do.