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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Suggested Readings
Mayer, R.E. (2005c). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 183–200). New York: Cambridge University Press.
Mayer, R.E. , Heiser, J. , & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187–198.
Moreno, R. , & Mayer, R.E. (2002a). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 151–163.
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