Multimedia learning: beyond modality
ARTICLE
P Reimann
Learning and Instruction Volume 13, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd
Abstract
Identifies and summarizes instructional messages in the articles in this theme issue and also identifies central theoretical issues, focusing on: (1) external representations; (2) dual coding theory; and (3) the effects of animations on learning. (SLD)
Citation
Reimann, P. (2003). Multimedia learning: beyond modality. Learning and Instruction, 13(2), 245. Elsevier Ltd. Retrieved March 28, 2024 from https://www.learntechlib.org/p/96604/.
This record was imported from Learning and Instruction on April 18, 2013. Learning and Instruction is a publication of Elsevier.
Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ672421Keywords
Cited By
View References & Citations Map-
Towards a New Generation of Multimedia Learning Research
Haido Samaras, Thanasis Giouvanakis, Despina Bousiou & Konstantinos Tarabanis, University of Macedonia, Greece
AACE Review (formerly AACE Journal) Vol. 14, No. 1 (January 2006) pp. 3–30
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Learning from Animated/Static Diagrams in Computer Aided Learning Environments: Can Instructional Methods make a Difference to 'Accurate' and 'Meaningful' Learning?
Ruqiyabi Naz Awan & Brett Stevens, University of Portsmouth, United Kingdom
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 899–906
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Learning with Technology: Cognitive Tools in Multimedia Learning Materials
Kristian Kiili, Tampere University of Technology, Pori, Finland
EdMedia + Innovate Learning 2004 (2004) pp. 1837–1842
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Towards a New Generation of Research Regarding the Influence of Multimedia on Learning
Haido Samaras, Thanasis Giouvanakis, Despina Bousiou & Konstantinos Tarabanis, University of Macedonia, Greece
EdMedia + Innovate Learning 2004 (2004) pp. 4285–4292
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Second language comprehension in an online multimedia environment: Integrating theory and practice.
Eduardo Lage-Otero & Oliver Kennedy, New York University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1322–1323
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