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Basic Principles of Multimedia Learning
11問 • 2年前
  • Federico Lasco Sinogbuhan
    • 通報

    問題一覧

  • 1

    as we already covered that people learn more deeply from words and pictures than from words alone.

    Multimedia principle

  • 2

    Presenting information in a mixed mode (partly visual and partly auditory) is more effective than presenting the same information in a single mode (either visual or auditory alone).

    Modality principle

  • 3

    - People learn more deeply from graphics and narration than from graphics, narration, and on- screen text. - Consider adding on-screen text to narration when: • There is no pictorial presentation; • There is ample opportunity to process the pictorial presentation; • The learner must exert much greater cognitive effort to comprehend spoken text than printed text.

    Redundancy principle

  • 4

    People learn more deeply from a multimedia message when corresponding words and pictures are presented near rather than far from each other on the page or screen.

    Spatial Contiguity Principle

  • 5

    People learn more deeply from a multimedia message when corresponding animation and narration are presented simultaneously rather than successively.

    Temporal Contiguity Principle

  • 6

    People learn more deeply from a multimedia message when extraneous material is excluded rather than included.

    Coherence principle

  • 7

    People learn more deeply from a multimedia message when cues are added that highlight the critical aspects of the presented information.

    Signaling principle

  • 8

    - People learn more deeply when the words in a multimedia presentation are in conversational style rather than formal style. - Use you and I rather than relying solely on third- person constructions. - Make direct comments to the learner.

    Personalization principle

  • 9

    People learn more deeply when the words in a multimedia message are spoken in a standard- accented human voice rather than in a machine voice or foreign-accented human voice.

    Voice principle

  • 10

    - People learn more deeply when a multimedia message is presented in learner-paced segments rather than as a continuous unit. - Break a continuous lesson into bite-size segments. - Break a long animation into several short animations. - Present narrated animation in learner-controlled segments rather than as a continuous unit.

    Segmenting principle

  • 11

    People learn more deeply from a multimedia message when they know the names and characteristics of the main concepts.

    Pre-training principle

    • INTRODUCTION TO PHYSIOLOGY OF EXERCISE AND PHYSICAL ACTIVITY OF EXERCISE

    INTRODUCTION TO PHYSIOLOGY OF EXERCISE AND PHYSICAL ACTIVITY OF EXERCISE

    Federico Lasco Sinogbuhan · 15問 · 2年前

    INTRODUCTION TO PHYSIOLOGY OF EXERCISE AND PHYSICAL ACTIVITY OF EXERCISE

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    15問 • 2年前
    Federico Lasco Sinogbuhan

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    Federico Lasco Sinogbuhan · 22問 · 2年前

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    22問 • 2年前
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    FUEL OF EXERCISE

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    Federico Lasco Sinogbuhan · 12問 · 2年前

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    12問 • 2年前
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    Federico Lasco Sinogbuhan · 15問 · 2年前

    Neural Control of Exercising Muscle

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    15問 • 2年前
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    Human Information Processing

    Human Information Processing

    Federico Lasco Sinogbuhan · 11問 · 2年前

    Human Information Processing

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    11問 • 2年前
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    Origin of Human Processing

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    Federico Lasco Sinogbuhan · 6問 · 2年前

    Origin of Human Processing

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    6問 • 2年前
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    Types of Knowledge

    Types of Knowledge

    Federico Lasco Sinogbuhan · 5問 · 2年前

    Types of Knowledge

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    5問 • 2年前
    Federico Lasco Sinogbuhan

    STAGES IN THE INFORMATION PROCESSING THEORY

    STAGES IN THE INFORMATION PROCESSING THEORY

    Federico Lasco Sinogbuhan · 8問 · 2年前

    STAGES IN THE INFORMATION PROCESSING THEORY

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    8問 • 2年前
    Federico Lasco Sinogbuhan

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    Methods for Increasing Retrieval of Information

    Federico Lasco Sinogbuhan · 8問 · 2年前

    Methods for Increasing Retrieval of Information

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    8問 • 2年前
    Federico Lasco Sinogbuhan

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    Federico Lasco Sinogbuhan · 11問 · 2年前

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    Federico Lasco Sinogbuhan · 21問 · 2年前

    Hormonal Control During Exercise

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    Federico Lasco Sinogbuhan · 21問 · 2年前

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    21問 • 2年前
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    Federico Lasco Sinogbuhan · 9問 · 2年前

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    9問 • 2年前
    Federico Lasco Sinogbuhan

    Cardiorespiratory Responses to Acute Exercise

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    Federico Lasco Sinogbuhan · 15問 · 2年前

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    Cardiorespiratory Responses to Acute Exercise

    15問 • 2年前
    Federico Lasco Sinogbuhan

    Motor Control

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    Federico Lasco Sinogbuhan · 8問 · 2年前

    Motor Control

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    8問 • 2年前
    Federico Lasco Sinogbuhan

    Fine Motor Skills (Birth - Age 2)

    Fine Motor Skills (Birth - Age 2)

    Federico Lasco Sinogbuhan · 6問 · 2年前

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    6問 • 2年前
    Federico Lasco Sinogbuhan

    問題一覧

  • 1

    as we already covered that people learn more deeply from words and pictures than from words alone.

    Multimedia principle

  • 2

    Presenting information in a mixed mode (partly visual and partly auditory) is more effective than presenting the same information in a single mode (either visual or auditory alone).

    Modality principle

  • 3

    - People learn more deeply from graphics and narration than from graphics, narration, and on- screen text. - Consider adding on-screen text to narration when: • There is no pictorial presentation; • There is ample opportunity to process the pictorial presentation; • The learner must exert much greater cognitive effort to comprehend spoken text than printed text.

    Redundancy principle

  • 4

    People learn more deeply from a multimedia message when corresponding words and pictures are presented near rather than far from each other on the page or screen.

    Spatial Contiguity Principle

  • 5

    People learn more deeply from a multimedia message when corresponding animation and narration are presented simultaneously rather than successively.

    Temporal Contiguity Principle

  • 6

    People learn more deeply from a multimedia message when extraneous material is excluded rather than included.

    Coherence principle

  • 7

    People learn more deeply from a multimedia message when cues are added that highlight the critical aspects of the presented information.

    Signaling principle

  • 8

    - People learn more deeply when the words in a multimedia presentation are in conversational style rather than formal style. - Use you and I rather than relying solely on third- person constructions. - Make direct comments to the learner.

    Personalization principle

  • 9

    People learn more deeply when the words in a multimedia message are spoken in a standard- accented human voice rather than in a machine voice or foreign-accented human voice.

    Voice principle

  • 10

    - People learn more deeply when a multimedia message is presented in learner-paced segments rather than as a continuous unit. - Break a continuous lesson into bite-size segments. - Break a long animation into several short animations. - Present narrated animation in learner-controlled segments rather than as a continuous unit.

    Segmenting principle

  • 11

    People learn more deeply from a multimedia message when they know the names and characteristics of the main concepts.

    Pre-training principle