LEADER 02839cam a2200301 a 4500
001 1095936
008 210930s2021 enka e b 001 0 eng d
010 $a 2020002623
020 $a9781316638088$q(pbk.) :$cGBP29.99
020 $a1316638081$q(pbk.) :$cGBP29.99
020 $a9781107187504$q(hbk.)
020 $a1107187508$q(hbk.)
035 $aNO000212305
037 $b公共圖書館臺南分區資源中心
040 $aDLC$beng$eaacr2$cDLC$dOCLCO$dYDX$dOCLCF$dUKMGB$dYDX$dNLHHG$dPAU$dTWTNM
041 0 $aeng
050 00$aLB1028.5$b.M36 2021
082 00$a371.33/4$222
090 $a臺南市立圖書館
100 1 $aMayer, Richard E.,$d1947-
245 10$aMultimedia learning /$cRichard E. Mayer.
250 $a3rd ed.
260 $aCambridge :$bCambridge University Press,$cc2021.
300 $axviii, 433 p. :$bill. ;$c26 cm.
500 $aThis edition reprinted in 2021.
504 $aIncludes bibliographical references and index.
505 00$aMachine generated contents note:$gSection 1$tIntroduction To Multimedia Learning --$g1.$tThe Promise of Multimedia Learning --$g2.$tScience of Learning: Determining How Multimedia Learning Works --$g3.$tScience of Instruction: Determining What Works in Multimedia Learning --$g4.$tScience of Assessment: Determining What Was Learned in Multimedia Learning --$g5.$tMultimedia Principle --$gSection 2$tPrinciples for Reducing Extraneous Processing in Multimedia Learning --$g6.$tCoherence Principle --$g7.$tSignaling Principle --$g8.$tRedundancy Principle --$g9.$tSpatial Contiguity Principle --$g10.$tTemporal Contiguity Principle --$gSection 3$tPrinciples for Managing Essential Processing in Multimedia Learning --$g11.$tSegmenting Principle --$g12.$tPre-Training Principle --$g13.$tModality Principle --$gSection 4$tPrinciples for Fostering Generative Processing in Multimedia Learning --$g14.$tPersonalization Principle --$g15.$tVoice Principle --$g16.$tImage Principle --$g17.$tEmbodiment Principle --$g18.$tImmersion Principle --$g19.$tGenerative Activity Principle --$gSection 5$tConclusion --$g20.$tPrinciples of Multimedia Design.
520 $a"Multimedia instruction refers to communications involving words and pictures that are intended to foster learning. How can we design effective multimedia instruction? In this book I review principles of instructional design that are based on experimental research studies carried out by my colleagues and me and that are grounded in a theory of how people learn from words and pictures, which I call the cognitive theory of multimedia learning. In short, the premise underlying this book is that the design of multimedia instruction should be based on research evidence and grounded in learning theory. If you are interested in an evidenced-based and theory-grounded approach to multimedia instructional design, then this book is for you."--Provided by publisher.
650 0$aComputer-assisted instruction.
650 0$aInteractive multimedia.
650 0$aCognitive learning.
653 $a知識性
653 $a多元學習