메뉴 건너뛰기




Volumn 13, Issue 2, 2003, Pages 125-139

The promise of multimedia learning: Using the same instructional design methods across different media

Author keywords

Computer based instruction (CBI); Computer based learning (CBL); Multi media learning; On line training

Indexed keywords


EID: 0037400293     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/s0959-4752(02)00016-6     Document Type: Article
Times cited : (793)

References (36)
  • 1
    • 0003737763 scopus 로고    scopus 로고
    • Analysing the costs and benefits of multi-representational learning environments
    • M. van Someren, P. Reimann, H. P. Boshuizen, & T. de Jong (Eds.), Oxford, UK: Pergamon Press
    • Ainsworth, S. E., Bibby, P. A., & Wood, D. J. (1998). Analysing the costs and benefits of multi-representational learning environments. In M. van Someren, P. Reimann, H. P. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 120-136). Oxford, UK: Pergamon Press.
    • (1998) Learning With Multiple Representations , pp. 120-136
    • Ainsworth, S.E.1    Bibby, P.A.2    Wood, D.J.3
  • 2
    • 0026554483 scopus 로고
    • Working memory
    • Baddeley, A. (1992). Working memory. Science, 255, 556-559.
    • (1992) Science , vol.255 , pp. 556-559
    • Baddeley, A.1
  • 3
    • 0003448445 scopus 로고    scopus 로고
    • Human memory
    • Boston, MA: Allyn and Bacon
    • Baddeley, A. (1998). Human memory. Boston, MA: Allyn and Bacon.
    • (1998)
    • Baddeley, A.1
  • 4
    • 0004134359 scopus 로고    scopus 로고
    • How people learn
    • Washington, DC: National Academy Press
    • Bransford, J. D., Brown, A. L., & Cocking, R. (1999). How people learn. Washington, DC: National Academy Press.
    • (1999)
    • Bransford, J.D.1    Brown, A.L.2    Cocking, R.3
  • 5
    • 0003965034 scopus 로고
    • Schools for thought
    • Cambridge, MA: MIT Press
    • Bruer, J. T. (1993). Schools for thought. Cambridge, MA: MIT Press.
    • (1993)
    • Bruer, J.T.1
  • 6
    • 84948512218 scopus 로고
    • Cognitive load theory and the format of instruction
    • Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
    • (1991) Cognition and Instruction , vol.8 , pp. 293-332
    • Chandler, P.1    Sweller, J.2
  • 8
    • 84972597345 scopus 로고
    • Reconsidering research on learning from media
    • Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445-459.
    • (1983) Review of Educational Research , vol.53 , pp. 445-459
    • Clark, R.E.1
  • 10
    • 0002797811 scopus 로고
    • Media in teaching
    • M. C. Wittrock (Ed.), (3rd ed.) New York: Macmillan
    • Clark, R. E., & Salomon, G. (1986). Media in teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 464-478). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 464-478
    • Clark, R.E.1    Salomon, G.2
  • 12
    • 0031496428 scopus 로고    scopus 로고
    • The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest
    • Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: on the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92-102.
    • (1997) Journal of Educational Psychology , vol.89 , pp. 92-102
    • Harp, S.F.1    Mayer, R.E.2
  • 13
    • 0032386465 scopus 로고    scopus 로고
    • How seductive details do their damage: A theory of cognitive interest in science learning
    • Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: a theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 414-434
    • Harp, S.F.1    Mayer, R.E.2
  • 16
    • 0004111352 scopus 로고    scopus 로고
    • How students learn
    • Washington, DC: American Psychological Association
    • Lambert, N. M., & McCombs, B. L. (1998). How students learn. Washington, DC: American Psychological Association.
    • (1998)
    • Lambert, N.M.1    McCombs, B.L.2
  • 18
    • 0008755878 scopus 로고
    • Systematic thinking fostered by illustrations in scientific text
    • Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240-246.
    • (1989) Journal of Educational Psychology , vol.81 , pp. 240-246
    • Mayer, R.E.1
  • 19
    • 0347987823 scopus 로고    scopus 로고
    • Multimedia learning: Are we asking the right questions?
    • Mayer, R. E. (1997). Multimedia learning: are we asking the right questions? Educational Psychologist, 32, 1-19.
    • (1997) Educational Psychologist , vol.32 , pp. 1-19
    • Mayer, R.E.1
  • 21
    • 84937180269 scopus 로고    scopus 로고
    • Research-based principles for the design of instructional messages
    • Mayer, R. E. (1999b). Research-based principles for the design of instructional messages. Document Design, 1, 7-20.
    • (1999) Document Design , vol.1 , pp. 7-20
    • Mayer, R.E.1
  • 22
    • 0003781450 scopus 로고    scopus 로고
    • Multimedia learning
    • New York: Cambridge University Press
    • Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
    • (2001)
    • Mayer, R.E.1
  • 23
    • 33845297553 scopus 로고
    • Animations need narrations: An experimental test of a dual-coding hypothesis
    • Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: an experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
    • (1991) Journal of Educational Psychology , vol.83 , pp. 484-490
    • Mayer, R.E.1    Anderson, R.B.2
  • 24
    • 58149205843 scopus 로고
    • The instructive animation: Helping students build connections between words and pictures in multimedia learning
    • Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 444-452
    • Mayer, R.E.1    Anderson, R.B.2
  • 25
    • 0000787218 scopus 로고
    • When is an illustration worth ten thousand words?
    • Mayer, R. E., & Gallini, J. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 715-726
    • Mayer, R.E.1    Gallini, J.2
  • 26
    • 0035582346 scopus 로고    scopus 로고
    • Cognitive constraints on multimedia learning: When presenting more material results in less understanding
    • Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: when presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 187-198
    • Mayer, R.E.1    Heiser, J.2    Lonn, S.3
  • 27
    • 34247361585 scopus 로고
    • A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text
    • Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-43.
    • (1995) Educational Technology Research and Development , vol.43 , pp. 31-43
    • Mayer, R.E.1    Steinhoff, K.2    Bower, G.3    Mars, R.4
  • 28
    • 0033137475 scopus 로고    scopus 로고
    • Cognitive principles of multimedia learning: The role of modality and contiguity
    • Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: the role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 358-368
    • Moreno, R.1    Mayer, R.E.2
  • 29
    • 0034347494 scopus 로고    scopus 로고
    • Engaging students in active learning: The case for personalized multimedia messages
    • Moreno, R., & Mayer, R. E. (2000). Engaging students in active learning: the case for personalized multimedia messages. Journal of Educational Psychology, 92, 724-733.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 724-733
    • Moreno, R.1    Mayer, R.E.2
  • 30
    • 0032102499 scopus 로고    scopus 로고
    • Principles of educational multimedia user interface design
    • Najjar, L. J. (1998). Principles of educational multimedia user interface design. Human Factors, 40, 311-323.
    • (1998) Human Factors , vol.40 , pp. 311-323
    • Najjar, L.J.1
  • 31
    • 84939560937 scopus 로고
    • Mental representations: A dual coding approach
    • Oxford, UK: Oxford University Press
    • Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, UK: Oxford University Press.
    • (1986)
    • Paivio, A.1
  • 32
    • 0003510165 scopus 로고
    • Interaction of media, cognition, and learning
    • Hillsdale, NJ: Erlbaum
    • Salomon, G. (1979/1994). Interaction of media, cognition, and learning. Hillsdale, NJ: Erlbaum.
    • (1979)
    • Salomon, G.1
  • 34
    • 0004037055 scopus 로고    scopus 로고
    • Instructional design in technological areas
    • Camberwell, Australia: ACER Press
    • Sweller, J. (1999). Instructional design in technological areas. Camberwell, Australia: ACER Press.
    • (1999)
    • Sweller, J.1
  • 35
    • 0003540198 scopus 로고    scopus 로고
    • Training complex cognitive skills
    • Englewood Cliffs, NJ: Educational Technology Press
    • Van Merrienboer, J. J. G. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Press.
    • (1997)
    • Van Merrienboer, J.J.G.1
  • 36
    • 84948896756 scopus 로고
    • Generative processes of comprehension
    • Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.
    • (1989) Educational Psychologist , vol.24 , pp. 345-376
    • Wittrock, M.C.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.