the psychology of learning and motivation - Percepts and Concepts ...

More documents

Recommendations

Info

Applying the Science of Learning to Multimedia Instruction 103instruction—namely, a collection of 12 evidence-based principles forhow to design effective multimedia instruction. The benefits to psychologyare reflected in the science of multimedia learning—namely, a cognitivetheory of how people learn from educationally relevant situationsinvolving words and pictures. In short, this chapter demonstrates thatapplying the science of learning to education is a reciprocal activity thatmutually challenges and benefits both psychology and education.This chapter is also an example of how the same research project canhave both a basic research goal and an applied research goal. In his book,Pasteur’sQuadrant, Stokes (1997) argues that instead of viewing applied andbasic research as two poles on a continuum, it makes more sense to viewthem as two potentially overlapping research goals. Research that has onlya basic goal is pure basic research and research that has only an applied goalis pure applied research, but research that has both goals—as exemplifiedby Pasteur’s research—can be particularly powerful. Stokes refers to thiskind of research as ‘‘use-inspired basic research’’ (p. 73). The researchpresented in this chapter falls within Pasteur’s quadrant—having anapplied goal of discovering principles for how to design effective multimediainstruction and having a basic goal of contributing to a cognitivetheory of multimedia learning.If this chapter serves to stimulate further work on applying the scienceof learning to education (Mayer, 2011), I will consider it to have been asuccess. The future of multimedia research is bright to the extent that itcontinues to serve the twin goals of contributing to both the science ofinstruction and the science of learning.ACKNOWLEDGMENTSPreparation of this chapter was supported by Grant N000140810018 fromthe Office of Naval Research.REFERENCESAtkinson, R. K., Mayer, R. E., & Merrill, M. M. (2005). Fostering social agency inmultimedia learning: Examining the impact of an animated agent’s voice. ContemporaryEducationalPsychology, 30, 117–139.Ayres, P. (2006). Impact of reducing intrinsic cognitive load on learning in a mathematicaldomain. AppliedCognitive Psychology, 20, 287–298.Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. InR. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135–146). NewYork: Cambridge University Press.Baddeley, A. D. (1999). Humanmemory.Boston: Allyn & Bacon.Bodemer, D., Ploetzner, R., Feuerlein, I., & Spada, H. (2004). The active integration ofinformation during learning with dynamic and interactive visualisations. LearningandInstruction, 14, 325–341.
104 Richard E. MayerClark, R. C., & Mayer, R. E. (2008). e-Learningandthescienceofinstruction.San Francisco:Pfeiffer.Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledgeon learning mathematics through spreadsheet applications. Educational TechnologyResearch andDevelopment, 53, 15–24.Cohen, J. (1988). Statisical power analysis for the behavioral sciences, 2nd ed. Hillsdale, NJ:Erlbaum.Comenius, J. A. (1887). Orbispictus.Syracuse, NY: C. W. Bardeen.Cuban, L. (1986).Teachersand machines:The classroomuseof technologysince1920. New York:Teachers College Press.Fletcher, J. D., & Tobias, S. (2005). The multimedia principle. In R. E. Mayer (Ed.),TheCambridge handbook of multimedia learning (pp. 117–134). New York: CambridgeUniversity Press.Ginns, P. (2005). Meta-analysis of the modality effect. LearningandInstruction, 15, 313–332.Ginns, P. (2006). Integrating information: A meta-analysis of spatial contiguity andtemporal contiguity effects. Learningand Instruction, 16, 511–525.Graesser, A. C., Chipman, P., & King, B. G. (2008). Computer-mediated technologies. InJ. M. Spector., M. D. Merrill., J. van Merrienboer, and M. P. Driscoll (Eds.), Handbookof research on educational communications and technology , 3rd ed. (pp. 211–224). NewYork: Erlbaum.Hacker, D. J., Dunlosky, J, and Graesser, A. C. 2009 (Eds.), Handbook of metacognition ineducation. New York: Routledge.Halpern, D. F., Graesser, A., & Hakel, M. (2007). 25learningprinciplestoguidepedagogyandthe design of learning environments. Washington, DC: American Psychological SocietyTaskforce on Life-Long Learning at Work and Home.Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text andillustrations: On the distinction between emotional interest and cognitive interest.Journalof EducationalPsychology, 89, 92–102.Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory ofcognitive interest in science learning. Journal ofEducationalPsychology, 90, 414–434.Harskamp, E., Mayer, R. E., Suhre, C., & Jansma, J. (2007). Does the modality principlefor multimedia learning apply to science classrooms? Learning and Instruction, 18,465–477.Hattie, J. (2009).Visiblelearning.New York: Routledge.Jeung, H., Chandler, P., & Sweller, J. (1997). The role of visual indicators in dual sensorymode instruction. EducationalPsychology, 17, 329–433.Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. JournalofEducational Psychology, 101, 621–629.Johnson, C. I., & Mayer, R. E. (2010). Applying the self-explanation principle to mulimedialearning in a computer-based game-like environment. Computers in HumanBehavior, 26, 1246–1252.Kalyuga, S. (2005). Prior knowledge principle in multimedia learning. In R. E. Mayer(Ed.), The Cambridge handbook of multimedia learning (pp. 325–337). New York:Cambridge University Press.Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design.Human Factors, 40, 1–17.Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into thedesign of multimedia instruction. Journal ofEducationalPsychology, 92, 126–136.Kalyuga, S., Chandler, P., & Sweller, J. (2004). When redundant on-screen text inmultimedia technical instruction can interfere with learning. Human Factors, 46,567–581.
Page 3 and 4:
Series EditorBRIAN H. ROSSBeckman I
Page 5 and 6:
Academic Press is an imprint of Els
Page 7 and 8:
viContents3. Science of Multimedia
Page 9 and 10:
This Page Intentionally Left Blank
Page 11 and 12:
xContributorsHenry L. Roediger, III
Page 13 and 14:
xiiPrefaceand there has been much e
Page 15 and 16:
xivPrefaceInterventions for improvi
Page 17 and 18:
2 Henry L. Roediger et al.delayed t
Page 19 and 20:
4 Henry L. Roediger et al.an indire
Page 21 and 22:
6 Henry L. Roediger et al.[(Figure_
Page 23 and 24:
8 Henry L. Roediger et al.[(Figure_
Page 25 and 26:
10 Henry L. Roediger et al.seems so
Page 27 and 28:
12 Henry L. Roediger et al.interpre
Page 29 and 30:
14 Henry L. Roediger et al.Table 2
Page 31 and 32:
16 Henry L. Roediger et al.improved
Page 33 and 34:
18 Henry L. Roediger et al.this mat
Page 35 and 36:
20 Henry L. Roediger et al.length o
Page 37 and 38:
22 Henry L. Roediger et al.9. BENEF
Page 39 and 40:
24 Henry L. Roediger et al.subjects
Page 41 and 42:
26 Henry L. Roediger et al.feedback
Page 43 and 44:
28 Henry L. Roediger et al.supporti
Page 45 and 46:
30 Henry L. Roediger et al.of some
Page 47 and 48:
32 Henry L. Roediger et al.Benefit
Page 49 and 50:
34 Henry L. Roediger et al.Hasher,
Page 51 and 52:
36 Henry L. Roediger et al.Son, L.
Page 53 and 54:
38 John Sweller1. INTRODUCTIONCogni
Page 55 and 56:
40 John Sweller‘‘baby-talk.’
Page 57 and 58:
42 John Swellerof cognitive or meta
Page 59 and 60:
44 John SwellerTable 1Natural Infor
Page 61 and 62:
46 John Swellerconfigurations. A ch
Page 63 and 64:
48 John Swellerreproduction results
Page 65 and 66:
50 John Swellerto mutation, without
Page 67 and 68: 52 John Swellerusing a complex or,
Page 69 and 70: 54 John SwellerThe human cognitive
Page 71 and 72: 56 John Swellerepigenetic system ha
Page 73 and 74: 58 John SwellerWe can determine lev
Page 75 and 76: 60 John Swellerthan memorizing the
Page 77 and 78: 62 John SwellerTable 2EffectVariabi
Page 79 and 80: 64 John Swelleroccurs when students
Page 81 and 82: 66 John Sweller3.3.3. The Split-Att
Page 83 and 84: 68 John Swellermerely restates the
Page 85 and 86: 70 John SwellerThe expertise revers
Page 87 and 88: 72 John Swellerobtained a reverse m
Page 89 and 90: 74 John Swelleractivities that othe
Page 91 and 92: 76 John SwellerRenkl, A. (2005). Th
Page 93 and 94: 78 Richard E. Mayercognitive theory
Page 95 and 96: 80 Richard E. Mayerpictures beginni
Page 97 and 98: 82 Richard E. MayerThe dualchannelp
Page 99 and 100: 84 Richard E. Mayerlearner selects
Page 101 and 102: 86 Richard E. MayerRosenthal, Rosno
Page 103 and 104: 88 Richard E. MayerGenerative proce
Page 105 and 106: 90 Richard E. Mayer4.2. Evidence-ba
Page 107 and 108: 92 Richard E. Mayersituation could
Page 109 and 110: 94 Richard E. Mayer(Moreno & Mayer,
Page 111 and 112: 96 Richard E. Mayer4.3.1. Segmentin
Page 113 and 114: 98 Richard E. Mayerpresenting the w
Page 115 and 116: 100 Richard E. MayerThe multimedia
Page 117: 102 Richard E. Mayergame in industr
Page 121 and 122: 106 Richard E. MayerMayer, R. E., &
Page 123 and 124: 108 Richard E. MayerSweller, J. (19
Page 125: 110 Timothy J. Nokes and Daniel M.
Page 128 and 129: Incorporating Motivation into a The
Page 152 and 153: CHAPTERFIVEOn the Interplay of Emot
Page 154 and 155: Implications for Enhancing Academic
Page 168 and 169:
Implications for Enhancing Academic
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
CHAPTERSIXThere Is Nothing So Pract
Page 188 and 189:
There Is Nothing So Practical as a
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
CHAPTERSEVENThe Power of Comparison
Page 216 and 217:
The Power of Comparison in Learning
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
CHAPTEREIGHTThe Ubiquitous Patterns
Page 244 and 245:
The Ubiquitous Patterns of Incorrec
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
CHAPTERNINEConceptual Problem Solvi
Page 286 and 287:
Conceptual Problem Solving in Physi
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Page 294 and 295:
Page 296 and 297:
Page 298 and 299:
Page 300 and 301:
Page 302 and 303:
Page 304 and 305:
Page 306 and 307:
Page 308 and 309:
Page 310 and 311:
Page 312 and 313:
Page 314 and 315:
IndexAAcademic performancedrive the
Page 316 and 317:
Index 301Correct method comparison,
Page 318 and 319:
Index 303LLabor in vain, 28Language
Page 320 and 321:
Index 305OOntological categories of
Page 322 and 323:
Index 307WWeb-delivered multimedia
Page 324 and 325:
CONTENTS OF RECENT VOLUMESVolume 40
Page 326 and 327:
Contents of Recent Volumes 311Under
Page 328 and 329:
Contents of Recent Volumes 313Volum
show all

the psychology of learning and motivation - Percepts and Concepts ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?