Cognitive Theory of Multimedia Learning

Mayer, Richard E.

doi:10.1017/cbo9781139547369.005

Cited by 975 publications

(826 citation statements)

References 44 publications

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“…Clark and Mayer highlighted the need for multimedia presentation to help learner comprehension since it 'can encourage learners to engage in active learning by mentally representing the material in words and in pictures and by mentally making connections between the pictorial and verbal representations ' (2011, pp. 71; see also Mayer, 2014). In sum, multimedia seems to have helped students fix the vocabulary in their minds promoting learning which is in line with previous research by Feldmesser (2009).…”

Section: Discussionsupporting

confidence: 83%

Readers, Players, and Watchers: EFL Students’ Vocabulary Acquisition through Digital Video Games

Ebrahimzadeh¹

2017

ELT

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The present study investigated vocabulary acquisition through a commercial digital video game compared to a traditional pencil-and-paper treatment. Chosen through cluster sampling, 241 male high school students (age 12-18) participated in the study. They were randomly assigned to one of the following groups. The first group, called Readers, involved those who learned vocabulary through intensive reading; the second group, Players, learned vocabulary through playing a digital video game; the third group, Watchers, were trained through watching two classmates play the digital video game. The vocabulary items were first pretested. Next, each group underwent training for five weeks (one session a week). Then, the vocabulary items were posttested. Also, field notes were made. To compare the three groups, a mixed between within subjects ANOVA was run. Results indicated that the Players and Watchers outperformed the Readers. It is concluded that digital video games can be beneficial complementary activities for vocabulary acquisition in high school classrooms.

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Section: Discussionsupporting

confidence: 83%

Readers, Players, and Watchers: EFL Students’ Vocabulary Acquisition through Digital Video Games

Ebrahimzadeh¹

2017

ELT

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“…To promote learning and self-management it is important to engage the participant by taking the individual's perspective rather than the disease perspective 6 17 22 . The computer-based educational program used in the EPS model has been developed and tested in accordance with the cognitive theory of multimedia learning and the theory of cognitive load perspective [23][24] . This means that the program use an easy language text, pictures, animations and sounds to engage the participants in understanding their malformed hearts.…”

Section: Discussionmentioning

confidence: 99%

Description and initial evaluation of an educational and psychosocial support model for adults with congenitally malformed hearts

Rönning

Nielsen

Swahn

et al. 2011

Patient Education and Counseling

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Objective: Various programmes for adults with congenitally malformed hearts have been developed, but detailed descriptions of content, rationale and goals are often missing. The aim of this study was to describe and make an initial evaluation of a follow-up model for adults with congenitally malformed hearts, focusing on education and psychosocial support by a multidisciplinary team (EPS).Methods: The model is described in steps and evaluated with regards to perceptions of knowledge, anxiety and satisfaction.Results: The EPS model included a policlinic visit to the physician/nurse (medical consultation, computer-based and individual education face-to-face as well as psychosocial support) and a 1-month telephone follow-up. Fifty-five adults (mean age 34, 29 women) with the nine most common forms of congenitally malformed hearts participated in the EPS model as well as the 3-months follow-up. Knowledge about congenital heart malformation had increased in 40% of the participants at the 3-months follow-up. Conclusion:This study describes and evaluates a model that combines a multidisciplinary approach and computer-based education for follow-up of adults with congenitally malformed hearts. The EPS model was found to increase self-estimated knowledge, but further evaluations need to be conducted to prove patient-centred outcomes over time.Practice implications: The model is now ready to be implemented in adults with congenitally malformed hearts.

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“…As an example, Lego Group is such kind of organization, which is developing digital games for child and youth generation. According to [13], the simultaneous presentation of words and pictures enables learners to establish both verbal and pictorial mental models that help to build more effective connections between the two. In this regard, according to the viewpoint of [14], during the modern days most of the youth have the tendency to beengagedg with technology and internet with the aim of learning something new and innovative.…”

Section: Literature Reviewmentioning

confidence: 99%

Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions

Gharawi¹,

Bidin²

2016

IJIET

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Abstract-A study was conducted on the perceptions of 35Malaysian school teachers on their use of Computer Assisted Language Learning (CALL) for teaching vocabulary to learners of Arabic as a Second or Foreign Language (ASL/AFL). Most teachers expressed their favour for using CALL, and especially recognized its potential in helping and encouraging such learners, but also pointed out its time consuming nature. CALL can assist in the teaching and learning of Arabic vocabulary, as it has also been useful in education in general. For instance, it is noted that CALL can present vocabulary in multiple modes simultaneously; it supports interaction, and enables personalized learning. Further research is ongoing on its effectiveness, but CALL could play an important role to assist learners who face difficulties in acquiring Arabic vocabulary, and understanding it in context. Index Terms-Arabic language, computer assisted language learning, foreign language learning.

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Cognitive Theory of Multimedia Learning

Cited by 975 publications

References 44 publications

Readers, Players, and Watchers: EFL Students’ Vocabulary Acquisition through Digital Video Games

Readers, Players, and Watchers: EFL Students’ Vocabulary Acquisition through Digital Video Games

Description and initial evaluation of an educational and psychosocial support model for adults with congenitally malformed hearts

Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions

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