Interactive Multimedia Learning EnvironmentsHuman Factors and Technical Considerations on Design Issues
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Springer Berlin Heidelberg , Berlin, Heidelberg
About the Edition
The purpose of this book is to stimulate reflection on the different issues concerning the design, development and implementation of interactive multimedia learning systems. Multimedia, hypermedia, and interactive systemsmore generally need to be examined in terms of underlying cognitive processes, interface characteristics, and theoretical principles regarding learner control of instruction. This book is based on a NATO Advanced Research Workshop held in Quebec in 1991. The papers in the book present a critical analysis of the multimedia design concept that reveal it to be still immature, sometimes ambiguous, and even confusing. Within this contexta variety of different design dimensions are considered, such as those of interfaces, procedures, content, control, and advisory processes. A central requirement is to define the interactivity concept, both to enable the learner and the system to collaborate through communication and to direct this communication in order to stimulate effective learning. Proposals made in the book include adaptive interfaces, interactive transactions, intelligent strategies, knowledge representation, and student modeling.
|Statement||edited by Max Giardina|
|Series||NATO ASI Series, Series F: Computer and Systems Sciences -- 93, NATO ASI series -- 93.|
|The Physical Object|
|Format||[electronic resource] :|
|Pagination||1 online resource (VIII, 254 pages 49 illustrations).|
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The purpose of this book is to stimulate reflection on the different issues concerning the design, development and implementation of interactive multimedia learning systems.
Multimedia, hypermedia, and interactive systemsmore generally need to be examined in terms of underlying cognitive processes, interface characteristics, and theoretical principles regarding learner control of : Hardcover.
The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and.
The Paperback of the Interactive Multimedia Learning Environments: Human Factors and Technical Considerations on Design Issues by Max Giardina at BarnesAuthor: Max Giardina. Interactive Multimedia Learning Environments by Max Giardina,available at Book Depository with free delivery worldwide.4/5(1).
Get this from a library. Interactive multimedia learning environments: human factors and technical considerations on design issues. [Max Giardina;]. Multimedia environments suggest to us a new perception of the state of changes in and Interactive Multimedia Learning Environments book integration of new technologies that can increase our ability to process information.
Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange.
The multimedia. This book has been cited by the following publications. Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds.
Description Interactive Multimedia Learning Environments PDF
Cognitive load and learning effects of having students organize pictures and words in multimedia environments: Author: Richard E. Mayer. All journal articles featured in Interactive Learning Environments vol 28 issue 3.
Multimedia has the potential to create high quality learning environments, with the capability of creating a more realistic learning context through its different media. What are interactive multimodal learning environments and how should they be designed to promote students’ learning.
In this paper, we offer a cognitive–affective theory of learning with media from which instructional design principles are derived.
Then, we review a set of experimental studies in which we found empirical support for five design principles: guided activity, reflection. Drawing upon 10 years of research, the author provides seven principles for the design of multimedia messages and a cognitive theory of multimedia learning.
In short, this book summarizes research aimed at realizing the promise of multimedia learning - that is, the potential of using words and pictures together to promote human understanding/5(10).
Download Interactive Multimedia Learning Environments PDF
Get this from a library. Interactive multimedia learning environments: human factors and technical considerations on design issues ; [proceedings of the NATO Advanced Research Workshop on Interactive Multimedia Learning Environments, held at.
In this book several concepts with respect to the development and reusability of multimedia content in web-based learning systems are introduced. More specifically, the development of a component-based framework that enables developers to employ reusable software components enhanced with metadata,Brand: Springer-Verlag Berlin Heidelberg.
Drawing upon 10 years of research, the author provides seven principles for the design of multimedia messages and a cognitive theory of multimedia learning.
In short, this book summarizes research aimed at realizing the promise of multimedia learning - that is, the potential of using words and pictures together to promote human understanding. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model.
Specifically, the research sought to investigate the way preservice teachers used. Creating Supportive Multimedia Learning Environments: /ch A strategy for developing effective multimedia instruction should be based on evidence presented by cognitive science and backed by research.
Unless guided byCited by: 1. Interactive Multimedia in Education and Training emerges out of the need to share information and knowledge on the research and practices of using multimedia in various educational settings.
The book discusses issues related to planning, designing and development of interactive multimedia in a persuasive tone and style, offering rich research data. Authors of the various chapters in this book critically examine interactive mul- (storytelling) framework for designing multimedia learning environments.
ix Pedagogical Issues. Interactive Multimedia Learning Environments: Human Factors and Technical Considerations on Design Issues by Max Giardina (Editor) starting at $ Interactive Multimedia Learning Environments: Human Factors and Technical Considerations on Design Issues has 1 available editions to buy at Half Price Books Marketplace.
MULTIMEDIA LEARNING Richard E.
Details Interactive Multimedia Learning Environments EPUB
Mayer I. Introduction to Multimedia Learning A. PURPOSE For the last dozen years, my colleagues and I at the University of California, Santa Barbara (UCSB) have been investigating the nature of multimedia learning with a goal of building a research-based theory of how people learn from words and pictures.
didactic tool created for the teaching and learning of good moral values in an interactive multimedia environment. It is made up of four learning modules: Storytelling World module, Enjoyable Reading World. out of 5 stars Designing Multimedia Environments for Children.
Reviewed in the United States on February 2, I enjoyed taking a look at this book and using some of the great ideas and philosophies. The authors definitely put in a great deal of time gathering and composing the information provided in this book. I utilized the Cited by: In interactive multimedia, the reader contols the experience of reading the material by being able to select among multiple choices, choosing unique paths and sequences through the materials.
One of the key features of interactive multimedia is the ability to navigate through material in whatever ways are most meaningful for individual users. Space, whether physical or virtual, can have a significant impact on learning.
Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators.
Reviews the use of interactive multimedia in teacher education. Explores design, development, and evaluation issues for four examples of multimedia learning environments in mathematics and science: the Student Learning Environment, Investigations in Teaching Geometry, Reflecting on Elementary Science, and the Project Support by: 7.
Abstract We outline the societal prospects and business opportunities for much more extensive use of interactive multimedia technologies (IMT) connected through telecommunications to create distributed multimedia learning environments (DMLE).
A theoretical framework is provided with a distinctive communications perspective on learning emerging from research in the cognitive and social sciences. Interactive Multimedia in Education and Training emerges out of the need to share information and knowledge on the research and practices of using multimedia in various educational settings.
The book discusses issues related to planning, designing and development of interactive multimedia in a persuasive tone and style, offering rich research data. New technologies enable flexible combinations of text and interactive or non-interactive pictures.
The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the visualization format of pictures affects the structure of Cited by: 26Interactive Multimedia Technology in Learning: Integrating Multimodality, Embodiment, and Composition for Mixed-Reality Learning Environments David Birchfield Harvey Thornburg M.
Colleen Megowan-Romanowicz Sarah Hatton Brandon Mechtley Igor Dolgov Winslow Burleson - Selection from Multimedia Image and Video Processing, 2nd Edition [Book]. Apply interactive multimedia tools, especially digital games, to teaching and learning.
Use low/high-tech interactive multimedia tools/games to introduce concepts from academic subjects (e.g. mathematics, science, social studies, etc.) Analyze different interactive multimedia tools developed using free and open-source or proprietary software.
Authentic learning. Books on authentic learning and authentic e-learning Authentic Learning Environments in Higher Education. A. Herrington, & J. Herrington (eds.) New Technologies, New Pedagogies. Downloadable book.
Authentic learning in interactive multimedia environments. Education Theory Made Practical – Volume 3, Part 3: Mayer’s Cognitive Theory of Multimedia Learning As part of the ALiEM Faculty Incubator program, teams of incubator participants authored a primer on a key education theory, linking the abstract to practical scenarios.Educational multimedia applications are used to improve learning effectiveness.
A multimedia learning environment involves numbers of elements in order to enable learning process taking places. There are six main elements in multimedia applications for educational purposes which are texts, images, audio, video, animations and user control.
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