Multimedia Learning
Cognitive and Instructional Issues
Will be published approx. on 18. December 2000
Book
Hardback
216 pages
978-0-08-043854-2 (ISBN)
Description
With the increased dissemination of information technologies in education, the issue of how learners deal with multimedia information systems has become critical. New research questions have emerged such as: How well do people learn from multimedia documents? How do they achieve integration between text and any other media? How can you make computerised information systems fit user information processing strategies and styles? And what is the potential of hypermedia applications for education, training and work? This volume is based on a selection of papers presented at the first International Seminar on Using Complex Information Systems held in Poitiers, France. The volume presents a comprehensive overview of research issues related to multimedia usage considered from cognitive and instructive perspectives. It relates theories of mental representations, information processing and learning to issues of design and use of multimedia technologies.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Emerald Publishing Limited
Target group
Professional and scholarly
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 16 mm
Weight
493 gr
ISBN-13
978-0-08-043854-2 (9780080438542)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
Acknowledgment. Contributors. Preface. Introduction (J.-F. Rouet et al.). Keynote Contributions. Sign systems, technologies and the acquisition of knowledge (W. Schnotz). Document-based decision making (P. Wright). Integration of Texts and Graphics as a Psychological Process: Individual Skills and Strategies. The construction and the updating of a spatial mental model from text and map: effect of imagery and anchors (I. Tapiero). Can children process complex information from different media? (F. Guercin). Understanding information presented by complex animated diagrams (R. Lowe). Students' use of hypergraphic advising tools in a learning-by-doing system for electronic troubleshooting (S. Katz et al.). Using complex images in the popularisation of science: scientific or ideological agenda? (P. Clement). Student preference for verbal, graphic or symbolic information in an independent learning environment for an applied statistics course (H.M. Dekeyser). Optimising Media Integration in Computer-Support Learning Environments. Sequential display of pictures and its effect on memorization (M. Betrancourt et al.). The effect of segmentation plans of computer-based graphic organizers on their studying and reconstruction (E. Kozminsky, M. Asaf). Using a multimedia computer program to teach German as a second language (K. Steffens, R. Jedermann). Hypermedia for physics learning: the case of the energy concept (E. de Vries). Learning with a computer system: the learner's point of view (J.A.C. Sandberg, Y.F. Barnard). Postface. Designing multimedia systems for learning: some lessons and further issues (J.-F. Rouet). References. Index.