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Volumn , Issue , 2014, Pages 1-24

Introduction to multimedia learning

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EID: 84952653000     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9781139547369.002     Document Type: Chapter
Times cited : (109)

References (21)
  • 1
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    • Verbal redundancy in multimedia learning environments: A meta-analysis
    • Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology,104, 250-263.
    • (2012) Journal of Educational Psychology , vol.104 , pp. 250-263
    • Adesope, O.O.1    Nesbit, J.C.2
  • 3
    • 0040577762 scopus 로고
    • Selfexplanations: How students study and use examples in learning to solve problems
    • Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Selfexplanations: How students study and use examples in learning to solve problems. Cognitive Science,13, 145-182.
    • (1989) Cognitive Science , vol.13 , pp. 145-182
    • Chi, M.T.H.1    Bassok, M.2    Lewis, M.W.3    Reimann, P.4    Glaser, R.5
  • 4
    • 85084877357 scopus 로고    scopus 로고
    • Looking at technology in context: A framework for understanding technology in education
    • D. Berliner & R. C. Calfee (Eds.), New York: Macmillan
    • Cognition and Technology Group at Vanderbilt (1996). Looking at technology in context: A framework for understanding technology in education. In D. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology(pp. 807-840). New York: Macmillan.
    • (1996) Handbook of Educational Psychology , pp. 807-840
  • 5
    • 79957792804 scopus 로고
    • NY: Bardeen. [Reproduced version.]
    • Comenius, J. A. (1887). Orbis pictus. Syracuse, NY: Bardeen. [Reproduced version.]
    • (1887) Orbis Pictus
    • Comenius, J.A.1
  • 7
    • 24744442809 scopus 로고    scopus 로고
    • Meta-analysis of the modality effect
    • Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction,15, 313-332.
    • (2005) Learning and Instruction , vol.15 , pp. 313-332
    • Ginns, P.1
  • 8
    • 37849187840 scopus 로고    scopus 로고
    • Integrating information: A meta-analysis of spatial contiguity and temporal contiguity effects
    • Ginns, P. (2006). Integrating information: A meta-analysis of spatial contiguity and temporal contiguity effects. Learning and Instruction,16, 511-525.
    • (2006) Learning and Instruction , vol.16 , pp. 511-525
    • Ginns, P.1
  • 9
    • 84886747272 scopus 로고    scopus 로고
    • Designing instructional text for conversational style: A meta-analysis
    • Ginns, P., Marin, A. J., & Marsh, H. M. (2013). Designing instructional text for conversational style: A meta-analysis. Educational Psychology Review, 25, 445-472.
    • (2013) Educational Psychology Review , vol.25 , pp. 445-472
    • Ginns, P.1    Marin, A.J.2    Marsh, H.M.3
  • 11
    • 0003781450 scopus 로고    scopus 로고
    • (2d ed.). New York: Cambridge University Press
    • Mayer, R. E. (2009). Multimedia learning (2d ed.). New York: Cambridge University Press.
    • (2009) Multimedia Learning
    • Mayer, R.E.1
  • 13
    • 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
  • 14
    • 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
  • 18
    • 0037400254 scopus 로고    scopus 로고
    • Construction and interference in learning from multiple representations
    • Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representations. Learning and Instruction,13, 141-156.
    • (2003) Learning and Instruction , vol.13 , pp. 141-156
    • Schnotz, W.1    Bannert, M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.