Skip to content
Register Sign in Wishlist

The Cambridge Handbook of Multimedia Learning

3rd Edition

$84.99 (P)

Part of Cambridge Handbooks in Psychology

Richard E. Mayer, Logan Fiorella, Gino Camp, Tim Surma, Paul A. Kirschner, Richard E. Clark, David F. Feldon, Soojeong Jeong, Halszka Jarodzka, Fred Paas, John Sweller, Wolfgang Schnotz, Liesbeth Kester, Jereon J. G. van Merrienboer, Claudia Schrader, Slava Kalyuga, Jan L. Plass, Roger Azevedo, Daryn Dever, Shaaron Ainsworth, Paul Ayres, Tamara van Gog, Juan Cristobal Castro-Alonso, Dayu Jiang, Guido Makransky, Jereon Janssen, Femke Kirschner, Chris Hovey, Olusola O. Adesope, John C. Nesbit, NarayanKripa Sundararajan, Claudia Leopold, Michelene T. H. Chi, Ton de Jong, Cheryl I. Johnson, Matthew D. Marraffino, Katharina Scheiter, Shirong Zhang, Bjorn de Koning, Shirley Agostinho, Sharon Tindall-Ford, Paul Chandler, Kenneth Koedinger, Vincent Aleven, Fuxing Wang, Wenjing Li, Tingting Zhao, Susanne Lajoie, Jocelyn Parong, Matthew T. McCrudden, Peggy N. Van Meter, Jean-Francois Rouet, Anne Britt, Ruth C. Clark, Marlit A. Lindner
View all contributors
  • Publication planned for: February 2022
  • availability: Not yet published - available from January 2022
  • format: Paperback
  • isbn: 9781108814669

$ 84.99 (P)
Paperback

Pre-order Add to wishlist

Other available formats:
Hardback, eBook


Looking for an examination copy?

If you are interested in the title for your course we can consider offering an examination copy. To register your interest please contact collegesales@cambridge.org providing details of the course you are teaching.

Description
Product filter button
Description
Contents
Resources
Courses
About the Authors
  • 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.

    • Provides an up-to-date review of what is known about how to design multimedia instruction
    • Presents evidence-based theories on how people learn from words and graphics
    • Features a diverse collection of chapters written by leading researchers from around the world
    • Supplies a systematic structure for organizing the research base in multimedia learning
    • Lays out both practical and theoretical implications, as well as recommendations for future research
    Read more

    Reviews & endorsements

    ‘Multimedia is a core foundation of digital learning in the twenty-first century. Developers of learning environments need to make dozens of decisions on what media to use and how they are integrated with content and pedagogy. This Handbook covers the systematic research and science-based principles to guide these decisions.’ Art Graesser, Distinguished University Professor of Interdisciplinary Research, University of Memphis, USA

    ‘This third edition is a treasure trove of the latest research and insights on how students learn from multiple types of sources, including text, images, games, artificial agents, animations, or virtual reality. Mayer and Fiorella provide the perfect resource to discover or rediscover today’s literature on learning.’ Danielle McNamara, Director of the Science of Learning and Educational Technology (SoLET) Laboratory, Arizona State University, USA

    ‘Mayer and Fiorella provide an authoritative guide to best practices in designing multimedia learning. Learning of this kind is central to modern education and has been evolving at a rapid pace. Researchers, educators, and curriculum developers will all benefit from reading this valuable Handbook in the updated third edition.’ Nora S. Newcombe, Laura H. Carnell Professor of Psychology, Temple University, USA

    ‘This Handbook provides an excellent analysis and synthesis of the important research on multimedia learning. The editors have done a marvelous job of bringing together virtually everything a researcher, teacher, or student needs to know about learning using multiple media. I recommend the Handbook most highly.’ Robert J. Sternberg, Professor of Human Development, Cornell University, USA

    See more reviews

    Customer reviews

    Not yet reviewed

    Be the first to review

    Review was not posted due to profanity

    ×

    , create a review

    (If you're not , sign out)

    Please enter the right captcha value
    Please enter a star rating.
    Your review must be a minimum of 12 words.

    How do you rate this item?

    ×

    Product details

    • Edition: 3rd Edition
    • Publication planned for: February 2022
    • format: Paperback
    • isbn: 9781108814669
    • length: 628 pages
    • dimensions: 279 x 215 x 33 mm
    • weight: 1.54kg
    • availability: Not yet published - available from January 2022
  • Table of Contents

    Part I. Background:
    1. Introduction to Multimedia Learning
    2. Foundations of Multimedia Learning
    3. Fifteen common but questionable principles of Multimedia Learning
    4. Research methods in Multimedia Learning
    Part II. Theoretical Foundations:
    5. Cognitive theory of Multimedia Learning
    6. Implications of cognitive load theory for Multimedia Learning
    7. Integrated model of text and picture comprehension
    8. The four component Instructional Design Model for Multimedia Learning
    9. Motivation and affect in Multimedia Learning
    10. Metacognition in Multimedia Learning
    Part III. Basic Principles of Multimedia Learning:
    11. The Multimedia Principle
    12. The multiple representation principle in Multimedia Learning
    13. The expertise reversal principle in Multimedia Learning
    Part IV. Principles for Reducing Extraneous Processing in Multimedia Learning:
    14. Principles for reducing extraneous processing in Multimedia Learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles
    15. The split attention principle in Multimedia Learning
    16. The redundancy principle in Multimedia Learning
    17. The Signaling (or cueing) principle in Multimedia Learning
    18. The worked example principle in Multimedia Learning
    19. Principles for managing essential processing in Multimedia Learning: Segmenting, pre-training, and Modality principles
    20. The Modality principle in Multimedia Learning
    21. The Transient information principle in Multimedia Learning
    Part VI. Principles Based on Social and Affective Features of Multimedia Learning:
    22. Principles Based on Social Cues in Multimedia Learning: Personalization, voice, embodiment, and image Principles
    23. The embodiment principle in Multimedia Learning
    24. The immersion principle in Multimedia Learning
    25. The Collaboration principle in Multimedia Learning
    26. The animation composition principle in Multimedia Learning
    27. The Emotional Design principle in Multimedia Learning
    Part VII. Principles Based on Generative Activity in Multimedia Learning:
    28. The Generative Activity principle in Multimedia Learning
    29. The Mapping principle in Multimedia Learning
    30. The Drawing principle in Multimedia Learning
    31. The Imagination principle in Multimedia Learning
    32. The Self-Explanation principle in Multimedia Learning
    33. The Guided Inquiry principle in Multimedia Learning
    34. The Feedback principle in Multimedia Learning
    35. The Learner Control principle in Multimedia Learning
    36. The Cognitive Load Self-Management principle in Multimedia Learning
    Part VIII. Multimedia Learning with Media:
    37. Multimedia Learning with online cognitive tutors
    38. Multimedia Learning with Animated Pedagogical agents
    39. Multimedia Learning with simulations and microworlds
    40. Multimedia Learning with Computer games
    41. Multimedia Learning with Instructional video
    41. Multimedia Learning with Instructional video Logan Fiorella
    42. Multimedia Learning in Virtual and Mixed reality
    43. Multimedia Learning with Visual displays
    44. Multimedia Learning from multiple documents
    45. Multimedia Learning in e-Courses
    46. Principles for educational assessment with Multimedia.

  • Editors

    Richard E. Mayer, University of California, Santa Barbara
    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, University of Georgia
    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.

    Contributors

    Richard E. Mayer, Logan Fiorella, Gino Camp, Tim Surma, Paul A. Kirschner, Richard E. Clark, David F. Feldon, Soojeong Jeong, Halszka Jarodzka, Fred Paas, John Sweller, Wolfgang Schnotz, Liesbeth Kester, Jereon J. G. van Merrienboer, Claudia Schrader, Slava Kalyuga, Jan L. Plass, Roger Azevedo, Daryn Dever, Shaaron Ainsworth, Paul Ayres, Tamara van Gog, Juan Cristobal Castro-Alonso, Dayu Jiang, Guido Makransky, Jereon Janssen, Femke Kirschner, Chris Hovey, Olusola O. Adesope, John C. Nesbit, NarayanKripa Sundararajan, Claudia Leopold, Michelene T. H. Chi, Ton de Jong, Cheryl I. Johnson, Matthew D. Marraffino, Katharina Scheiter, Shirong Zhang, Bjorn de Koning, Shirley Agostinho, Sharon Tindall-Ford, Paul Chandler, Kenneth Koedinger, Vincent Aleven, Fuxing Wang, Wenjing Li, Tingting Zhao, Susanne Lajoie, Jocelyn Parong, Matthew T. McCrudden, Peggy N. Van Meter, Jean-Francois Rouet, Anne Britt, Ruth C. Clark, Marlit A. Lindner

Sorry, this resource is locked

Please register or sign in to request access. If you are having problems accessing these resources please email lecturers@cambridge.org

Register Sign in
Please note that this file is password protected. You will be asked to input your password on the next screen.

» Proceed

You are now leaving the Cambridge University Press website. Your eBook purchase and download will be completed by our partner www.ebooks.com. Please see the permission section of the www.ebooks.com catalogue page for details of the print & copy limits on our eBooks.

Continue ×

Continue ×

Continue ×
warning icon

Turn stock notifications on?

You must be signed in to your Cambridge account to turn product stock notifications on or off.

Sign in Create a Cambridge account arrow icon
×

Find content that relates to you

Join us online

This site uses cookies to improve your experience. Read more Close

Are you sure you want to delete your account?

This cannot be undone.

Cancel

Thank you for your feedback which will help us improve our service.

If you requested a response, we will make sure to get back to you shortly.

×
Please fill in the required fields in your feedback submission.
×