The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology)

ISBN 10: 1108841589 / ISBN 13: 9781108841580

Published by Cambridge University Press, 2022

About this Item

Seller Inventory # V9781108841580

Bibliographic Details

• Title: The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology)
• Publisher: Cambridge University Press
• Publication Date: 2022
• Language: English
• ISBN 10: 1108841589
• ISBN 13: 9781108841580
• Binding: Hardcover
• Edition: 3rd Edition
• Condition: New

About this title

Synopsis

Digital and online learning is more prevalent than ever, making multimedia learning a primary objective for many instructors. The Cambridge Handbook of Multimedia Learning examines cutting-edge research to guide creative teaching methods in online classrooms and training. Recognized as the field's major reference work, this research-based handbook helps define and shape this area of study. This third edition provides the latest progress report from the world's leading multimedia researchers, with forty-six chapters on how to help people learn from words and pictures, particularly in computer-based environments. The chapters demonstrate what works best and establishes optimized practices. It systematically examines well-researched principles of effective multimedia instruction and pinpoints exactly why certain practices succeed by isolating the boundary conditions. The volume is founded upon research findings in learning theory, giving it an informed perspective in explaining precisely how effective teaching practices achieve their goals or fail to engage.

About the Authors

Richard E. Mayer is Distinguished Professor of Psychological and Brain Sciences at the University of California, Santa Barbara, USA. He served as President of Division 15 (Educational Psychology) of the American Psychological Association and Vice President of the American Educational Research Association for Division C (Learning and Instruction).

Logan Fiorella is Associate Professor of Educational Psychology at the University of Georgia, USA. He is a National Academy of Education/Spencer postdoctoral fellow and a fellow of the Psychonomic Society. He has also served as PI or Co-PI on grants from the National Science Foundation, the Institute of Education Sciences, and the Spencer Foundation.