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Managing Cognitive Load in Adaptive Multimedia Learning [Kõva köide]

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  • Formaat: Hardback, 301 pages, kaal: 830 g, Illustrations
  • Ilmumisaeg: 30-Nov-2008
  • Kirjastus: Information Science Reference
  • ISBN-10: 1605660485
  • ISBN-13: 9781605660486
Teised raamatud teemal:
Managing Cognitive Load in Adaptive Multimedia LearningSuurem pilt
  • Formaat: Hardback, 301 pages, kaal: 830 g, Illustrations
  • Ilmumisaeg: 30-Nov-2008
  • Kirjastus: Information Science Reference
  • ISBN-10: 1605660485
  • ISBN-13: 9781605660486
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781605660486.html
Märksõnad:
Author and educator Kalyuga (U. of New South Wales) outlines theory and research-based recommendations on information presentation techniques in both multimedia and electronic learning environments. The book offers extensively researched guiding principles and methods and examples of adaptive multimedia learning. Subjects treated include human cognitive processes, cognitive load theory, managing cognitive load in verbal and pictorial representations, and adaptive procedures for efficient learning. The book is intended for academics, educational researchers in multimedia learning, multimedia instruction and assessment system designers, and educators. This treatment of complex topics is written clearly and concisely. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
Foreword x
Preface xiii
Section I: Cognitive Load and Expertise in Learning and Performance
Human Cognitive Processes
1(33)
Introduction
1(1)
Main Features of our Cognitive Architecture
2(2)
Role of Domain Knowledge in Cognitive Processes
4(2)
Reducing Cognitive Load in Learning and Performance
6(2)
Knowledge Base and Executive Function
8(3)
Resource-Efficiency in Operation of our Cognitive Architecture
11(3)
Evolution of Our Congnitive Architecture
14(3)
Role of Expertise in Cognitive Processing
17(2)
Task-Specific Expertise
19(2)
Role of Task-Specific Expertise in Learning
21(2)
From Task-Specific to Adaptive Expertise
23(2)
Future Trends in the Study of Human Cognition
25(2)
Instructional Design Implications
27(1)
Summary of
Chapter 1
27(1)
References
28(6)
Cognitive Load Theory
34(24)
Introduction
34(1)
The Concept of Cognitive Load
35(1)
Essential (Effective) Cognitive Load
35(2)
Extraneous (non-essential) Cognitive Load
37(2)
Germane Cognitive Load
39(3)
Cognitive Load Effects
42(1)
Worked Examples Effect
42(1)
Split Attention Effect
43(1)
The Redundancy Effect
44(2)
The Modality Effect
46(1)
Cognitive Theory of Multimedia Learning
47(1)
Cognitive Overload in Multimedia Learning
48(2)
Future Trends in Cognitive Load Theory
50(2)
Multimedia Instructional Design Implications
52(1)
Summary of
Chapter II
53(1)
References
54(4)
The Expertise Reversal Effect
58(23)
Introduction
58(1)
Levels of Expertise and Imbalances of Executive Function
59(1)
Cognitive Explanations of the Expertise Reversal Effect
60(3)
Optimization of Cognitive Load in Instruction
63(1)
Expertise Reversal Effect and Aptitude-Treatment Interactions
64(2)
Empirical Longitudinal Studies of the Expertise Reversal Effect
66(3)
Expertise Reversal for Methods of Enhancing Essential Cognitive Load
69(2)
Expertise Reversal in Textual and Hypertextual Materials
71(1)
Future Trends in the Investigation of the Expertise Reversal Effect
72(1)
Multimedia Instructional Design Implications
73(1)
Summary of
Chapter III
74(1)
References
75(6)
Assessment of Task-Specific Expertise
81(20)
Introduction
81(1)
Assessment of Domain-Specific Knowledge
82(1)
Rapid Diagnostic Assessment Approach
83(3)
First-Step Diagnostic Method
86(1)
Example of Using First-Step Method in Algebra
87(2)
Rapid Verification Diagnostic Method
89(2)
Example of Using Rapid Verification Method in Kinematics
91(2)
Example of Using the Rapid Verification Method for Graph Transforming Tasks
93(2)
Future Trends in Diagnosis of Expertise
95(2)
Multimedia Instructional Design Implications
97(1)
Summary of
Chapter IV
98(1)
References
99(2)
Evaluation of Cognitive Load
101(22)
Introduction
101(1)
Approaches to Evaluating Cognitive Load in Learning and Instruction
101(3)
Evaluation of Cognitive Load using Rating Scales and Dual-Task Technique
104(2)
Evaluation of Cognitive Load using Concurrent Verbal Reports
106(2)
Measures of Instructional Efficiency
108(4)
Measures of Instructional Involvement
112(1)
Future Trends in Evaluation of Cognitive Load and Efficiency
113(1)
Multimedia Instructional Design Implications
114(1)
Summary of
Chapter V
115(1)
References
116(7)
Summary of Section I
120(3)
Section II: Managing Multimedia Cognitive Load for Novice and Expert Learners
Managing Cognitive Load in Verbal and Pictorial Representations
123(26)
Introduction
123(1)
Cognitive Load in Pictorial Representations
124(1)
Reducing Split-Attention in On-Screen Text and Graphics
125(2)
Reducing Cognitive Load in On-Screen or Printed Text
127(1)
Managing Cognitive Load in Dual-Modality (audiovisual) Presentations
128(4)
Multimedia Redundancy Effect
132(2)
Empirical Study of the Effect of Segmentation on Multimedia Redundancy
134(2)
Reducing Visual Cognitive Load in Interactive Dynamic Representations
136(4)
Empirical Investigation of Cognitive Load in Instructional Simulations
140(2)
Future Trend in the Design of Audiovisual Multimedia Presentations
142(1)
Multimedia Instructional Design Implications
143(1)
Summary of
Chapter VI
143(1)
References
144(5)
Managing Cognitive Load in Interactive Multimedia
149(22)
Introduction
149(2)
Interactive Learning Environments
151(2)
Cognitive Load in Interactive Learning Environments
153(4)
Reducing Extraneous Cognitive Load in Interactive Learning
157(1)
Cognitive Load in Interactive Hypermedia Learning
158(3)
Expertise Reversal in Hypertext and Hypermedia Learning Environments
161(2)
Future Trends in Cognitively Optimized Interactive Learning Environments
163(2)
Multimedia Instructional Design Implications
165(1)
Summary of
Chapter VII
165(1)
References
166(5)
Managing Cognitive Load in Dynamic Visual Representations
171(27)
Introduction
171(1)
Advantages and Weaknesses of Instructional Animations
172(4)
Cognitive Load in Dynamic Visualizations
176(2)
Animated Pedagogical Agents
178(2)
Managing Cognitive Load in Dynamic Visualizations
180(2)
Prior Knowledge Effects for Dynamic Visual Representations
182(2)
Study of the Expertise Reversal for Animated and Static Diagrams
184(2)
Future Trends in Research on Dynamic Visualizations
186(2)
Multimedia Instructional Design Implications
188(1)
Summary of
Chapter VIII
189(1)
References
190(8)
Optimizing Cogntive Load in Instructional Simulations and Games
198(23)
Introduction
198(1)
Simulations as Tools of Instructional Technology
199(2)
Enhancing Instructional Effectiveness of Educational Games
201(1)
Optimizing Learner Guidance and Support in Simulations
202(4)
Evaluating Cognitive Load in Online Simulations
206(3)
Cognitive Load Issues in Using Mobile Devices
209(2)
Future Trends in Instructional Simulations and Games
211(2)
Multimedia Instructional Design Implications
213(1)
Summary of
Chapter IX
213(1)
References
214(7)
Summary of Section II
217(4)
Section III: Towards Cognitively Efficient Adaptive Multimedia
Tailoring Multimedia Environments to Learner Cognitive Characteristics
221(25)
Introduction
221(1)
Aptitude-Treatment Interactions and Adaptive Instruction
222(3)
Adaptive Approaches in Complex Learning Environments
225(3)
Learner Modeling in Adaptive Online Environments
228(2)
Learner Control and Adaptive Guidance as Means of Individualizing Instructional Procedures
230(4)
Future Trends
234(2)
Multimedia Instructional Design Implications
236(1)
Summary of
Chapter X
237(1)
References
238(8)
Adapting Levels of Instructional Support to Optimize Learning Complex Cognitive Skills
246(26)
Introduction
246(1)
Learning Complex Cognitive Skills
247(2)
Design Models for Complex Learning
249(3)
Varying Levels of Learner Control in Complex Environments
252(3)
Learner Expertise and Levels of Instructional Guidance
255(2)
Expertise Reversal for Instructional Guidance and Sequencing of Learning Tasks
257(4)
Means for the Gradual Change of Levels of Instructional Support in Adaptive Learning
261(4)
Future Trends
265(1)
Multimedia Instructional Design Implications
266(1)
Summary of
Chapter XI
267(1)
References
268(4)
Adaptive Procedures for Efficient Learning
272(21)
Introduction
272(1)
Adaptive Procedures Using Rapid Measures of Performance
273(4)
Adaptive Procedures Using Multiple Cognitive Measures
277(4)
Comparisons of Different Adaptive Procedures
281(2)
Future Trends
283(1)
Multimedia Instructional Design Implications
284(1)
Summary of
Chapter XII
285(2)
References
287(6)
Summary of Section III
291(2)
General Conclusion 293(2)
Glossary of Terms 295(13)
About the Author 308(1)
Index 309
Salva Kalyuga, University of New South Wales, Australia.