E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning / Ruth C. Clark and Richard E. Mayer.

Format:

Book

Author/Creator:

Clark, Ruth Colvin, author.

Mayer, Richard E., author.

Language:

English

Subjects (All):

Business education--Computer-assisted instruction.

Business education.

Employees--Training of--Computer-assisted instruction.

Employees.

Business education--Computer programs.

Internet in higher education.

Physical Description:

1 online resource (511 pages)

Edition:

Fifth edition.

Place of Publication:

Hoboken, New Jersey : Wiley, [2024]

Summary:

"This edition includes 3 new chapters focused on evidence regarding signaling in e-Learning, video-based instruction, and immersive virtual reality platforms. The 21 chapters summarized in the table that follows are grouped into five sections. You may choose to read the chapters in order or if you have special interests such as evidence on online games or immersive virtual reality, you can jump to those chapters. Chapters 1-3 summarize foundational concepts that form the base for the rest of the book including the science of learning and basics of experimental evidence. We recommend you start with these chapters. In Section 2, we offer 6 chapters with guidelines and evidence regarding optimal use of visuals, text, and audio in e-learning. Evidence on how to promote productive engagement in e-learning is the focus of Section 3. Section 4 includes 2 chapters relevant to organizational decisions you can make in design and sequencing of lessons and courses. We review social cues in e-learning in Section 5 including personalization of your lessons and ways to promote productive collaborative learning. Section 6 includes 4 chapters highlighting evidence on special applications of digital learning including simulations, games, video-based instruction, and immersive platforms. Chapter 21 includes a checklist that summarizes all of the guidelines presented throughout the book. That is a good place to help you put together all you have learned"-- Provided by publisher.

Contents:

Cover Page

Title Page

Copyright Page

Contents

Preface

Part 1 Foundations of e-Learning and the Science of Instruction

Chapter 1 e-Learning: Promise and Pitfalls

What Is e-Learning?

Synchronous and Asynchronous e-Learning

Six e-Learning Formats

The Evolution of e-Learning for Training

Is e-Learning Better?

The Promise of e-Learning

Promise 1: Rich Multimedia

Promise 2: Customization

Promise 3: Engagement and Feedback

Promise 4: Acceleration of Expertise Through Scenarios

Promise 5: Collaborative Learning

The Pitfalls of e-Learning

Pitfall 1: Too Much of a Good Thing

Pitfall 2: Not Enough of a Good Thing

Pitfall 3: Misplaced Training

Pitfall 4: Technology Fads

e-Learning Architectures

Twenty Years Later

Chapter Reflection

Coming Next

Suggested Readings

Chapter 2 How People Learn from e-Courses

How Do People Learn?

Taking a Learner-Centered Approach to Learning with Technology

What Is Learning and Instruction?

Three Metaphors for Learning

Principles and Processes of Learning

Guiding the Learner's Cognitive Processing During Learning

Selecting Information

Organizing Information

Integrating Information

Core Goals for Instructional Design in e-Learning

Minimize Extraneous Processing

Manage Essential Processing

Foster Generative Processing

How e-Lessons Affect Learning

Methods for Helping Learners Focus on Important Information During e-Learning

Methods for Helping Learners Cope with Limited Capacity in Working Memory

Methods for Helping Learners Make Sense of the Presented Material

Methods for Helping Learners Develop Positive Feelings and Social Connections

Methods for Helping Learners Prepare for Retrieval and Transfer

Summary of Learning Processes

What We Don't Know About Learning

Chapter Reflection.

Coming Next

Chapter 3 Evidence-Based Practice

What Is Evidence-Based Practice?

Rationale for Evidence-Based Practice

Three Approaches to Research on Instructional Effectiveness

What to Look for in Experimental Comparisons

Random Assignment

Experimental Control

Appropriate Measures

Supplemental Criteria

What Are Boundary Conditions?

What Is a Meta-Analysis?

Limits of Experimental Research

Where Can You Find Relevant Research?

The Evolution of Evidence-Based Practice

What We Don't Know About Evidence-Based Practice

Part 2 How to Leverage Visuals and Words in e-Learning

Chapter 4 Applying the Multimedia Principle: Use Words and Graphics Rather than Words Alone

Do Visuals Make a Difference?

Multimedia Principle: Include Both Words and Graphics

Why Use Words and Graphics?

Select Graphics that Support Learning

Some Ways to Use Graphics to Promote Learning

Graphics as Content Organizers

Graphics to Show Quantitative Relationships

Graphics as Lesson Interfaces

Psychological Reasons for the Multimedia Principle

Evidence for Using Words and Pictures

The Multimedia Principle Is Resilient

Learners Often Misjudge the Value of Graphics

The Multimedia Principle Works Best for Novices

Should You Change Static Illustrations into Animations?

When to Use Animations

Use Animations to Illustrate Complex Visual Changes

Use Animations to Demonstrate Hands-On Procedures

Use Animations as Interpretive Graphics

Animations: The Bottom Line

How to Optimize Learning from Graphics

Lesson-Focused Methods

Learner-Focused Methods

What We Don't Know About Visuals

Suggested Readings.

Chapter 5 Applying the Contiguity Principle: Align Words to Corresponding Graphics

Spatial Contiguity Principle: Place Printed Words near Corresponding Graphics

Violations of Spatial Contiguity

Placing Text Caption Below Corresponding Graphic

Placing a Legend Under or to the Side of Corresponding Chart

Separating Text and Graphic on Scrolling Screens

Displaying Feedback on a Separate Screen from Questions or Responses

Displaying Linked Windows on Top of Corresponding Content

Displaying Exercise Directions Separate from the Exercise

Displaying Text in a Separate Window with Animations or Video

Psychological Reasons for the Spatial Contiguity Principle

Evidence for the Spatial Contiguity Principle

Meta-Analytic Evidence

Eye Tracking Evidence

Boundary Conditions for Spatial Contiguity

Spatial Contiguity and Visual Cues

Promoting Spatial Contiguity with Augmented Reality

Temporal Contiguity Principle: Synchronize Spoken Words with Corresponding Graphics

Separating Graphics and Narration Through Icons

Separating Graphics and Narration in a Continuous Presentation

Psychological Reasons for the Temporal Contiguity Principle

Evidence for the Temporal Contiguity Principle

Core Evidence

Boundary Conditions for Temporal Contiguity

Exceptions to Temporal Contiguity

What We Don't Know About Contiguity

Chapter 6 Applying the Signaling Principle: Use Verbal and Visual Cues to Direct Attention

What Is Signaling?

How Does Signaling Work?

Eye Tracking and Attention

Evidence for the Benefits of Signaling

Principle 1: Use Text Summaries and Headers to Signal Learning Content

Principle 2: Use Text Phrases to Explicitly Direct Attention to Relevant Content

Principle 3: Use Emphasis Cues Such as Color and Intonation.

Principle 4: Use Graphic Cues Such as Arrows and Pointers

Principle 5: Use Anti-Cueing in Animations to Signal Less Salient Visual Elements in Animations

Signaling: The Bottom Line

What We Don't Know About Signaling

Chapter 7 Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text

Modality Principle: Present Words as Speech Rather Than On-Screen Text

Psychological Reasons for the Modality Principle

Evidence for Using Spoken Rather Than Printed Text

Evidence from a Naturalistic Setting

When Audio Is Not Effective: Boundary Conditions for the Modality Principle

Use Printed Text for Second-Language Learners

Use Printed Text When Explanations Are Lengthy and Complex

Use Printed Text When the Instruction Is Self-Paced

Use Printed Text for Recognition or Recall Learning Rather Than Transfer

Use Printed Text When Learners Need Access to Content over Time

Summary of Boundary Conditions for the Modality Principle

What We Don't Know About Modality

Chapter 8 When to Add Text to Audio Narration: Applying the Redundancy Principle

What Is the Redundancy Principle?

Psychological Reasons for the Redundancy Principle

Evidence for Omitting Redundant On-Screen Text

Add On-Screen Text to Narration in Special Situations

Add On-Screen Text for Learning in a Second Language or When Words Are Unfamiliar

Add On-Screen Text That Includes Only a Few Key Words from the Audio Narration

Add On-Screen Text When Learners Have Plenty of Cognitive Resources Available

Add On-Screen Text When There Are No Graphics

The Bottom Line

What We Don't Know About Redundancy

Coming Next.

Suggested Readings

Chapter 9 Applying the Coherence Principle: Adding Extra Material Can Hurt Learning

Principle 1: Avoid e-Lessons with Extraneous Words

Psychological Reasons to Avoid Extraneous Words in e-Learning

Evidence for Omitting Extraneous Words Added for Interest

Evidence for Omitting Extraneous Words Added to Expand on Key Ideas

Evidence for Omitting Extraneous Words Added for Technical Depth

Principle 2: Avoid e-Lessons with Extraneous Graphics

Psychological Reasons to Avoid Extraneous Graphics in e-Learning

Evidence for Omitting Extraneous Graphics Added for Interest

Boundary Conditions for Seductive Details

Evidence for Using Simpler Visuals

Can Interesting Graphics Ever Be Helpful? Guidelines for Emotional Design

What Is Emotional Design?

Principle 3: Avoid e-Lessons with Extraneous Audio

Psychological Reasons to Avoid Extraneous Audio in e-Learning

Evidence for Omitting Extraneous Audio

Evidence Against Background Music

Evidence Against Environmental Sounds

What We Don't Know About Coherence

Part 3 How to Promote Skill Building in e-Learning

Chapter 10 Engagement in e-Learning: Activities for Promoting Generative Learning

What Is Engagement?

Engagement and Generative Processing

Behavioral Versus Psychological Engagement

When Behavioral Engagement Impedes Learning

When an Activity Imposes Too Much Extraneous Mental Load

When an Activity Results in Inaccurate Learner Representations

When an Activity Promotes Shallow Processing of Lesson Content

Three Engagement Activities That Can Promote Generative Processing

Self-Explanation Assignments

Teach-Back Assignments

Drawing Assignments

The Bottom Line to Engagement in e-Learning.

What We Don't Know About Generative Learning.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

9781394177387 (ebook)

9781394177387

1394177380

9781394177394

1394177399

OCLC:

1412623673