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

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The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology) ReviewThis is the single best collection of articles from today's leading researchers in multimedia learning available to date. The book provides an excellent sampling of research associated with how people learn through the combination of words (text and/or audio) and images (still illustrations or photos, animations, and/or video) available. Anyone working in multimedia learning will benefit from gaining a firm understanding of the principles presented throughout this book.
The book is divided into five parts:
Theoretical Foundations: Foundational learning theories, including cognitive load and how multi-modal message delivery (text/audio and graphics) support learning.
Basic Principles of Multimedia Learning: Research supporting key principles in the development of multimedia instruction and achieving multimedia learning, including split-attention principle, modality principle, redundancy, segmentation, coherence, signaling, spatial & temporal contiguity, and personalization.
Advanced Principles of Multimedia Learning: Research on the incorporation of multimedia products into a learning approach, including guided discovery, worked-out examples, collaboration, self-explanation, navigation, and prior knowledge.
Multimedia in Content Areas: Articles containing guidance for developing multimedia learning environments in various content areas, including reading, history, mathematics, chemistry, meteorology, physical systems, second language acquisition, and cognitive skills.
Multimedia Learning in Advanced Computer-Based Contexts: Focuses on multimedia in emerging technologies, including pedagogical agents; virtual reality; games, simulations, & microworlds; hypermedia; and e-courses.The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology) Overview

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