Managing Cognitive Load in Adaptive Multimedia Learning: 9781605660486: Education Books

Publication Status: E-Book and Print Version Available for Purchase

ISBN13: 9781605660486

EISBN13: 9781605660493

DOI: 10.4018/978-1-60566-048-6

Description:

Research in multimedia and computer-based learning has entered a new phase with a focus on adapting instruction to characteristics of individual learners.

Managing Cognitive Load in Adaptive Multimedia Learning provides theory- and research-based recommendations on information presentation techniques for multimedia and e-learning environments. Focusing on extensively researched principles and methodologies, this book offers readers comprehensive research and practical implications in the subject while providing concrete examples on adaptive multimedia learning.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Adaptive multimedia learning
Aptitude-treatment interactions
Cognitive Architecture
Cognitive Load Theory
Cognitively efficient adaptive multimedia
Domain knowledge in cognitive processes
Dual-modality presentations
Dynamic visual representations
Expertise reversal effect
Human cognitive processes
Instructional design implications
Instructional efficiency
Instructional simulations and games
Interactive learning environments
Learning complex cognitive skills
Multimedia instructional design implications
Multimedia redundancy effect
Rapid diagnostic assessment approach
Task-specific expertise

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Reviews

"This book provides theory- and research-based guidance on information presentation techniques for multimedia and e-learning environments that are best suitable for learners with different and changing levels of knowledge in a specific task domain."

– Slava Kalyuga, University of New South Wales, Australia

This book offers extensively research guiding principles and methods and examples of adaptive multimedia learning.

– Book News Inc. (February 2009)

Dr. Kalyuga is Senior Lecturer at the University of New South Wales (UNSW) in Sydney, Australia where he has worked since 1995. He received a Ph.D. in Education from UNSW in 1998. His research interests are in cognitive processes and evidence-based instructional design principles for multimedia learning environments. His specific contributions include detailed experimental studies of the role of learner prior knowledge in multimedia learning (the expertise reversal effect); the redundancy effect in multimedia learning; the development of rapid online diagnostic assessment methods; and studies of the effectiveness of different adaptive procedures for tailoring instruction to levels of learner expertise. He was awarded an Australian Research Council Postdoctoral Research Fellowship (2001-2003). He is the author of the book Instructing and Testing Advanced Learners: A Cognitive Load Approach (2006) and 35 research articles and chapters. During his previous work in Russia (until 1991), he published more than 30 articles and several books and textbooks.

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