TY - JOUR
AU - Ayres, Paul
AB - Summary This article reviews the research into multimedia learning through the lens of a recently updated Handbook of Multimedia Learning edited by Richard Mayer. By examining the theories underpinning the research and the major experimental findings, a number of conclusions emerged. Firstly, the major theories and models guiding the research are well accepted and based on classical memory research, although there is a need to extend them to the affective domain. Secondly, most of the boundary conditions for effective learning from basic multimedia materials (e.g. explanatory words and pictures) have been identified. Thirdly, for more complex learning environments (e.g. games and computer‐based tutors), much less is known, and more research is required to untangle the various moderating factors. Fourthly, there is a need for further investigations that match specific instructional strategies (e.g. self‐explanations) with multimedia materials to find the most effective learning combination. Copyright © 2015 John Wiley & Sons, Ltd.
TI - State‐of‐the‐Art Research into Multimedia Learning: A Commentary on Mayer's Handbook of Multimedia Learning
JF - Applied Cognitive Psychology
DO - 10.1002/acp.3142
DA - 2015-07-01
UR - https://www.deepdyve.com/lp/wiley/state-of-the-art-research-into-multimedia-learning-a-commentary-on-5ZTIBab1SW
SP - 631
EP - 636
VL - 29
IS - 4
DP - DeepDyve
ER -