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Richard E Mayer - One of the best experts on this subject based on the ideXlab platform.
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revising the redundancy principle in multimedia learning
Journal of Educational Psychology, 2008Co-Authors: Richard E Mayer, Cheryl I JohnsonAbstract:College students viewed a short multimedia PowerPoint presentation consisting of 16 narrated slides explaining lightning formation (Experiment 1) or 8 narrated slides explaining how a car's braking system works (Experiment 2). Each slide appeared for approximately 8-10 s and contained a diagram along with 1-2 sentences of Narration spoken in a female voice. For some students (the redundant group), each slide also contained 2-3 printed words that were identical to the words in the Narration, conveyed the main event described in the Narration, and were placed next to the corresponding portion of the diagram. For other students (the nonredundant group), no on-screen text was presented. Results showed that the group whose presentation included short redundant phrases within the diagram outperformed the nonredundant group on a subsequent test of retention (d = 0.47 and 0.70, respectively) but not on transfer. Results are explained by R. E. Mayer's (2001, 2005a) cognitive theory of multimedia learning, in which the redundant text served to guide the learner's attention without priming extraneous processing.
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animation as an aid to multimedia learning
Educational Psychology Review, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:How can animation be used to promote learner understanding of scientific and mathematical explanations? In this review, we examine the role of animation in multimedia learning (including multimedia instructional messages and microworld games), present a cognitive theory of multimedia learning, and summarize our program of research, which has yielded seven principles for the use of animation in multimedia instruction. These include the multimedia principle (present animation and Narration rather than Narration alone), spatial contiguity principle (present on-screen text near rather than far from corresponding animation), temporal contiguity principle (present corresponding animation and Narration simultaneously rather than successively), coherence principle (exclude extraneous words, sounds, and video), modality principle (present animation and Narration rather than animation and onscreen text), redundancy principle (present animation and Narration rather than animation, Narration, and on-screen text), and personalization principle (present words in conversational rather than formal style). Animation can promote learner understanding when used in ways that are consistent with the cognitive theory of multimedia learning.
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aids to computer based multimedia learning
Learning and Instruction, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:Abstract Computer-based multimedia learning environments — consisting of pictures (such as animation) and words (such as Narration) — offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive theory of multimedia learning which draws on dual coding theory, cognitive load theory, and constructivist learning theory. Based on the theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multimedia explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory Narration than as visual on-screen text. The redundancy principle is that it is better to present animation and Narration than to present animation, Narration, and on-screen text. By beginning with a cognitive theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages.
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Aids to computer-based multimedia learning
Learning and Instruction, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:Computer-based multimedia learning environments - consisting of pictures (such as animation) and words (such as Narration) - offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive theory of multimedia learning which draws on dual coding theory, cognitive load theory, and constructivist learning theory. Based on the theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multi-media explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory Narration than as visual on-screen text. The redundancy principle is that it is better to present animation and Narration than to present animation, Narration, and on-screen text. By beginning with a cognitive theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages. © 2001 Elsevier Science Ltd. All rights reserved.
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cognitive constraints on multimedia learning when presenting more material results in less understanding
Journal of Educational Psychology, 2001Co-Authors: Richard E Mayer, Julie Heiser, Steve LonnAbstract:In 4 experiments, college students viewed an animation and listened to concurrent Narration explaining the formation of lightning. When students also received concurrent on-screen text that summarized (Experiment 1) or duplicated (Experiment 2) the Narration, they performed worse on tests of retention and transfer than did students who received no on-screen text. This redundancy effect is consistent with a dual-channel theory of multimedia learning in which adding on-screen text can overload the visual information-processing channel, causing learners to split their visual attention between 2 sources Lower transfer performance also occurred when the authors added interesting but irrelevant details to the Narration (Experiment 1) or inserted interesting but conceptually irrelevant video clips within (Experiment 3) or before the presentation (Experiment 4). This coherence effect is consistent with a seductive details hypothesis in which the inserted video and Narration prime the activation of inappropriate prior knowledge as the organizing schema for the lesson.
Roxana Moreno - One of the best experts on this subject based on the ideXlab platform.
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animation as an aid to multimedia learning
Educational Psychology Review, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:How can animation be used to promote learner understanding of scientific and mathematical explanations? In this review, we examine the role of animation in multimedia learning (including multimedia instructional messages and microworld games), present a cognitive theory of multimedia learning, and summarize our program of research, which has yielded seven principles for the use of animation in multimedia instruction. These include the multimedia principle (present animation and Narration rather than Narration alone), spatial contiguity principle (present on-screen text near rather than far from corresponding animation), temporal contiguity principle (present corresponding animation and Narration simultaneously rather than successively), coherence principle (exclude extraneous words, sounds, and video), modality principle (present animation and Narration rather than animation and onscreen text), redundancy principle (present animation and Narration rather than animation, Narration, and on-screen text), and personalization principle (present words in conversational rather than formal style). Animation can promote learner understanding when used in ways that are consistent with the cognitive theory of multimedia learning.
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aids to computer based multimedia learning
Learning and Instruction, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:Abstract Computer-based multimedia learning environments — consisting of pictures (such as animation) and words (such as Narration) — offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive theory of multimedia learning which draws on dual coding theory, cognitive load theory, and constructivist learning theory. Based on the theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multimedia explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory Narration than as visual on-screen text. The redundancy principle is that it is better to present animation and Narration than to present animation, Narration, and on-screen text. By beginning with a cognitive theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages.
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Aids to computer-based multimedia learning
Learning and Instruction, 2002Co-Authors: Richard E Mayer, Roxana MorenoAbstract:Computer-based multimedia learning environments - consisting of pictures (such as animation) and words (such as Narration) - offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive theory of multimedia learning which draws on dual coding theory, cognitive load theory, and constructivist learning theory. Based on the theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multi-media explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory Narration than as visual on-screen text. The redundancy principle is that it is better to present animation and Narration than to present animation, Narration, and on-screen text. By beginning with a cognitive theory of how learners process multimedia information, we have been able to conduct focused research that yields some preliminary principles of instructional design for multimedia messages. © 2001 Elsevier Science Ltd. All rights reserved.
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cognitive principles of multimedia learning the role of modality and contiguity
Journal of Educational Psychology, 1999Co-Authors: Roxana Moreno, Richard E MayerAbstract:Students viewed a computer animation depicting the process of lightning. In Experiment 1, they concurrently viewed on-screen text presented near the animation or far from the animation, or concurrently listened to a Narration. In Experiment 2, they concurrently viewed on-screen text or listened to a Narration, viewed on-screen text following or preceding the animation, or listened to a Narration following or preceding the animation. Learning was measured by retention, transfer, and matching tests. Experiment 1 revealed a spatial-contiguity effect in which students learned better when visual and verbal materials were physically close. Both experiments revealed a modality effect in which students learned better when verbal input was presented auditorily as speech rather than visually as text. The results support 2 cognitive principles of multimedia learning. Technological advances have made possible the combination and coordination of verbal presentation modes (such as Narration and on-screen text) with nonverbal presentation modes (such as graphics, video, animations, and environmental sounds) in just one device (the computer). These advances include multimedia environments, where students can be introduced to causal models of complex systems by the use of computer-generated animations (Park & Hopkins, 1993). However, despite its power to facilitate learning, multimedia has been developed on the basis of its technological capacity, and rarely is it used according to research-based principles (Kozma, 1991; Mayer, in press; Moore, Burton, & Myers, 1996). Instructional design of multimedia is still mostly based on the intuitive beliefs of designers rather than on empirical evidence (Park & Hannafin, 1994). The purpose of the present study is to contribute to multimedia learning theory by clarifying and testing two cognitive principles: the contiguity principle and the modality principle.
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maximizing constructivist learning from multimedia communications by minimizing cognitive load
Journal of Educational Psychology, 1999Co-Authors: Richard E Mayer, Roxana Moreno, Michelle Boire, Shannon VaggeAbstract:Students viewed an animation depicting either the process of lightning formation or how car brakes work and listened to a corresponding Narration describing the steps. The entire animation and Narration were presented at the same time (concurrent), the entire Narration was presented before or after the entire animation (successive large bites), or short portions of the Narration were presented before or after corresponding short portions of the animation for each successive portion of the presentation (successive small bites). Overall, the concurrent and successive small bites groups performed significantly better than the successive large bites groups on remembering the explanation in words (retention), generating solutions to transfer problems (transfer), and selecting verbal labels for elements in a line drawing (matching), but they did not differ significantly from each other. Results are consistent with a dual-process model of working memory in which learners are more likely to construct connections between words and corresponding pictures when they are held in working memory at the same time. The purpose of this research is to examine theory-based design principles for promoting constructivist learning in multimedia environments. To address this goal, it is necessary to clarify what is meant by multimedia environments, constructivist learning, and theory-based design principles, and to specify predictions concerning ways of designing multimedia environments for constructivist learning.
Huiya Chuang - One of the best experts on this subject based on the ideXlab platform.
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the effect of computer based multimedia instruction with chinese character recognition
Educational Media International, 2011Co-Authors: Huiya ChuangAbstract:The purpose of this study was to examine second language learners’ learning achievement and attitudes toward two different types of dual coding designs (text group: image plus on‐screen text versus Narration group: image plus Narration) in Chinese character acquisition. A total of 66 college students who did not have prior knowledge of the Chinese language were randomly assigned to either the text group or Narration group. The findings showed that there was no interaction between the treatments (text group versus Narration group) and test occasions (immediate and delayed post‐tests), and there was no significant difference between two groups in the immediate post‐test and in the delayed post‐test. However, there was a significant difference between the test occasions. Furthermore, the results revealed that there was no significant difference between two groups in both the tutorial design factor and the cognitive load factor. Overall, participants in both groups achieved high scores in the post‐tests and s...
Majtánová Martina - One of the best experts on this subject based on the ideXlab platform.
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Narration and rhetoric in crime movies
2017Co-Authors: Majtánová MartinaAbstract:The thesis Narration and Rhetoric in Crime Films is conceived as a formal analytical case study, which examines the object of legal movies, their genre specifics and narrative differences between detective stories and within the crime genre in general. The aim of the research is to demonstrate the way the narrative specifics define genres individually and in their mutual relations. Legal movies are examined not only through the theory of the genre, but also through a chosen narrative structure and with general narrative principles. The thesis concentrates on legal movies only and ignores the legal themes presented in the television series, as well as the studied sample are films exclusively from the american, respectively british production. The main researched film is Anatomy of a Murder (1959), another sample comprises films Witness for the Prosecution (1957), Paradine Case (1947), Inherit the Wind (1960), To Kill a Mockingbird (1962). Keywords Legal films, courtroom drama, literary narratology, film narratology, Narration, crime genre, detective story, fabula, syuzhet, hero's journey, Anatomy of a Murder, three act structure, narrative structur
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Narration and rhetoric in crime movies
Univerzita Karlova Fakulta humanitních studií, 2017Co-Authors: Majtánová MartinaAbstract:The thesis Narration and Rhetoric in Crime Films is conceived as a formal analytical case study, which examines the object of legal movies, their genre specifics and narrative differences between detective stories and within the crime genre in general. The aim of the research is to demonstrate the way the narrative specifics define genres individually and in their mutual relations. Legal movies are examined not only through the theory of the genre, but also through a chosen narrative structure and with general narrative principles. The thesis concentrates on legal movies only and ignores the legal themes presented in the television series, as well as the studied sample are films exclusively from the american, respectively british production. The main researched film is Anatomy of a Murder (1959), another sample comprises films Witness for the Prosecution (1957), Paradine Case (1947), Inherit the Wind (1960), To Kill a Mockingbird (1962). Keywords Legal films, courtroom drama, literary narratology, film narratology, Narration, crime genre, detective story, fabula, syuzhet, hero's journey, Anatomy of a Murder, three act structure, narrative structurePráce Narace a rétorika v krimi filmech je koncipována jako formálně analytická případová studie, ve které jsou zkoumaným objektem právnické filmy, jejich žánrová specifika a jejich narativní odlišnosti vůči detektivním příběhům a krimi žánru obecně. Cílem zkoumání je demonstrovat způsob, jakým narativní specifika definují žánry jednotlivě a v jejich vzájemné souvislosti. Právnické filmy jsou tak zkoumány nejen prostřednictvím teorie žánru, ale také prostřednictvím vybraných narativních struktur a prostřednictvím obecných narativních principů. Práce se soustředí pouze na právnické filmy a nezohledňuje právnickou tematiku prezentovanou v televizních seriálech, stejně tak je vzorek zkoumaných filmů výhradně z americké, popř. britské produkce. Stěžejním zkoumaným filmem je Anatomie vraždy (1959), další vzorek tvoří filmy Svědek Obžaloby (1957), Případ Paradineová (1947), Kdo seje vítr (1960), Jak zabít Ptáčka (1962). Klíčová slova Právnické filmy, soudní drama, literární naratologie, filmová naratologie, vyprávění, žánr krimi, detektivní román, fabule, syžet, hrdinova cesta, Anatomie vraždy, tří aktová struktura, narativní struktura 1Department of Electronic Culture and SemioticsKatedra elektronické kultury a sémiotikyFakulta humanitních studiíFaculty of Humanitie
Shannon Vagge - One of the best experts on this subject based on the ideXlab platform.
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maximizing constructivist learning from multimedia communications by minimizing cognitive load
Journal of Educational Psychology, 1999Co-Authors: Richard E Mayer, Roxana Moreno, Michelle Boire, Shannon VaggeAbstract:Students viewed an animation depicting either the process of lightning formation or how car brakes work and listened to a corresponding Narration describing the steps. The entire animation and Narration were presented at the same time (concurrent), the entire Narration was presented before or after the entire animation (successive large bites), or short portions of the Narration were presented before or after corresponding short portions of the animation for each successive portion of the presentation (successive small bites). Overall, the concurrent and successive small bites groups performed significantly better than the successive large bites groups on remembering the explanation in words (retention), generating solutions to transfer problems (transfer), and selecting verbal labels for elements in a line drawing (matching), but they did not differ significantly from each other. Results are consistent with a dual-process model of working memory in which learners are more likely to construct connections between words and corresponding pictures when they are held in working memory at the same time. The purpose of this research is to examine theory-based design principles for promoting constructivist learning in multimedia environments. To address this goal, it is necessary to clarify what is meant by multimedia environments, constructivist learning, and theory-based design principles, and to specify predictions concerning ways of designing multimedia environments for constructivist learning.
