Multimedia Learning [Hardcover]

Richard E. Mayer (Author)

Book Description

Publication Date: April 9, 2001 | ISBN-10: 0521782392 | ISBN-13: 978-0521782395 | Edition: 1

For hundreds of years verbal messages have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool for humans, this book explores ways of going beyond the purely verbal. An alternative to purely verbal presentations is to use multimedia presentations in which people learn from both words and pictures--a situation the author calls multimedia learning. Multimedia encyclopedias have become the latest addition to students' reference tools, and the world wide web is full of messages that combine words and pictures. This book summarizes ten years of research aimed at realizing the promise of multimedia learning.

Editorial Reviews

Review

"Written and admirable clarity...Helps to clarify a complex subject and to correct some frequent misconceptions about learning with new media. It is excellent in terms of its comprehensibility to readers of many different backgrounds. As a consequence, it should both help practitioners develop a more differentiated view of learning from multimedia and stimulate further discussions among scientists in the field." Contemporary Psychology

"well-organized chapters...Well-written and informative, the volume provides specific information for improving multimedia presentaions. Recommended for upper-division undergraduates and above." CHOICE Jan 2002

"[T]his book should be read by all students of multimedia learning." Imagination, Cognition and Personality

Book Description

For hundreds of years verbal messages such as lectures and printed lessons--have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool for humans, this book explores ways of going beyond the purely verbal. An alternative to purely verbal presentations is to use multimedia presentations in which people learn from both words and pictures a situation that I call multimedia learning. Multimedia encyclopedias have become the latest addidtion to students' reference tools, and the world wide web is full of messages that combine words and pictures.

See all Editorial Reviews

Product Details

• Hardcover: 224 pages
• Publisher: Cambridge University Press; 1 edition (April 9, 2001)
• Language: English
• ISBN-10: 0521782392
• ISBN-13: 978-0521782395
• Product Dimensions: 9.5 x 6.2 x 0.8 inches
• Shipping Weight: 1.2 pounds (View shipping rates and policies)
• Average Customer Review: 4.5 out of 5 stars  See all reviews (11 customer reviews)
• Amazon Best Sellers Rank: #1,708,119 in Books (See Top 100 in Books)

More About the Author

Richard E. Mayer is Professor of Psychology at the University of California, Santa Barbara (UCSB) where he has served since 1975. In 2000, he received the E. L. Thorndike Award for career achievement in educational psychology. In 2008, he received the American Psychological Association's Distinguished Contribution of Applications of Psychology to Education award. He was ranked #1 as the most productive educational psychologist in the world for 1991-2001 (Contemporary Educational Psychology, vol. 28, pp. 422-430). He is the author of more than 390 publications including 23 books, such as Multimedia Learning: Second Edition (2009), Learning and Instruction: Second Edition (2008), E-Learning and the Science of Instruction: Second Edition (with R. Clark, 2008), and the Cambridge Handbook of Multimedia Learning (editor, 2005).

Customer Reviews

Most Helpful Customer Reviews

13 of 14 people found the following review helpful:

5.0 out of 5 stars Good research and a good read, May 12, 2002

By 

Abbie Brown (Greenville, NC) - See all my reviews
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Amazon Verified Purchase

This review is from: Multimedia Learning (Paperback)

This is a very well presented description of Mayer's research on whether people learn better using multimedia (as opposed to just reading text). He describes the tests he and colleagues have performed to see how much learners are able to remember (retention) and how much learned information they can apply to new situations (transfer), and presents the results in manner that is relatively easy to understand (you have to know a little something about statistics, but not too much). The number of subjects tested is small, and Mayer is sure to point that out - but the basic research should lay groundwork for others to conduct similar tests on larger groups. The design principles Mayer puts forth (e.g. "contiguity") are very much in keeping with the general principles of good visual design (esposed by design notables such as Robin Williams (not the actor)). It's both a good read and good research.

9 of 10 people found the following review helpful:

5.0 out of 5 stars Will Change Your Teaching!, March 1, 2004

By 

A Geology Professor (USA) - See all my reviews

This review is from: Multimedia Learning (Paperback)

This is a fantastic book! It has a very nice discussion and a summary of the relevant research documenting that students learn best with multimedia presentations (pictures and words). The research results and guidelines for designing figures and computer-based materials will change the way you teach forever, or at least should! As a University Geology Professor, this book has truely been an inspiration to my teaching and writing. The only drawback is that it is a little repetitive, but not enough to detract from the great message contained within.

8 of 9 people found the following review helpful:

5.0 out of 5 stars Outstanding Work on the Science of Learning, May 19, 2005

By 

William Chamberlin "Professor Sean" (Fullerton, CA USA) - See all my reviews
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This review is from: Multimedia Learning (Paperback)

This is one of the best books I have read on how students learn. Mayer's cognitive model, while limited to visual and auditory channels, provides a wealth of possibilities for maximizing the retention and understanding of information by students. Mayer practices what he preaches and writes a compelling, easy-to-understanding, summary of his ten years of research on the subject. The most important part of the book is that Mayer backs up his statements with data from the classroom. I can think of no other book that can make that claim. Like another reviewer said, if it doesn't change the way you teach or think about teaching, it should!