Cognitive principles of multimedia learning: The role of modality and contiguity.

This entry looks at the role of student-generated multimedia (SGM) in helping students more effectively achieve meaningful outcomes. The entry first looks at the theory and research behind multimedia learning and then goes on to address the specific case of student-generated multimedia. Mayer (2001) defined multimedia as the presentation of material using both words and images, and then subsequently defined multimedia instruction as a “presentation involving words and pictures that is intended to foster learning” (p. 3). The implications of these definitions are important because they delineate two key aspects to thinking about multimedia. First, multimedia products do not need to use video, animation, or interactivity. More importantly, Mayer’s definitions focus on multimedia’s potential benefits as a learning tool rather than as a technological device.

Download Full-text

Cognitive load in multimedia learning: the role of learner preferences and abilities

International Conference on Computers in Education, 2002. Proceedings. ◽

10.1109/cie.2002.1186006 ◽

2003 ◽

Cited By ~ 3

Author(s):

J.L. Plass ◽

B.D. Homer

Keyword(s):

Cognitive Load ◽

Multimedia Learning ◽

Learner Preferences

Download Full-text

Cognitive Construction Grammar

10.1093/oxfordhb/9780195396683.013.0013 ◽

2013 ◽

Cited By ~ 2

Author(s):

Hans C. Boas

Keyword(s):

Construction Grammar ◽

Plausible Account ◽

Cognitive Principles ◽

Organizing Principles ◽

Cognitive Construction Grammar

This chapter focuses on Cognitive Construction Grammar (CCG), which aims at providing a psychologically plausible account of language by investigating the general cognitive principles that serve to structure the network of language-specific constructions. It traces the foundations of CCG, discusses the major organizing principles and the architecture of CCG, and describes the organization of constructional knowledge in CCG. The chapter also compares CCG with other strands of Construction Grammar to show what ideas they share and where they differ, and looks at the interaction of multiple constructions, the role of networks, and inheritance hierarchies, as well as frequency and productivity from a CCG perspective.

Download Full-text

The Role of Foregrounding in Interpretation of Subtextual and Conceptual Information in a Fictional Text

Bulletin of Science and Practice ◽

10.33619/2414-2948/53/62 ◽

2020 ◽

Vol 6 (4) ◽

pp. 523-526

Author(s):

R. Mansurov

Keyword(s):

Short Story ◽

Literary Text ◽

Main Function ◽

Text Linguistics ◽

Conceptual Information ◽

Cognitive Principles

One of the major issues in contemporary text linguistics is the analysis of the cognitive principles of distributing information in a literary text. Literary text unlike other types of the texts holds subtextual and conceptual information which could be encoded by the readers when they identify foregrounded parts of the text. Foregrounding is the type of cognitive principles of distributing information in the text and its main function is guiding the readers in interpretation of hidden and conceptual message of the text by showing some signals (important extracts) to the readers. In this article, the types and techniques of foregrounding are discussed, and their usages are observed in the short story The Luncheon by S. Maugham.

Download Full-text

Understanding the role of the modality principle in multimedia learning environments

10.31274/etd-180810-4155 ◽

2015 ◽

Author(s):

Amy Marie Oberfoell

Keyword(s):

Learning Environments ◽

Multimedia Learning ◽

Modality Principle

Download Full-text

The moderating role of arousal on the seductive detail effect in a multimedia learning setting

Applied Cognitive Psychology ◽

10.1002/acp.3473 ◽

2018 ◽

Vol 33 (1) ◽

pp. 71-84 ◽

Cited By ~ 9

Author(s):

Sascha Schneider ◽

Maria Wirzberger ◽

Günter Daniel Rey

Keyword(s):

Multimedia Learning ◽

Moderating Role

Download Full-text

Student-Generated Multimedia

Multimedia Technologies ◽

10.4018/978-1-59904-953-3.ch082 ◽

2008 ◽

pp. 1181-1192

Author(s):

Mathew Mitchell

Keyword(s):

Multimedia Learning ◽

Multimedia Instruction ◽

Learning Tool ◽

Potential Benefits ◽

Words And Images ◽

Key Aspects

This entry looks at the role of student-generated multimedia (SGM) in helping students more effectively achieve meaningful outcomes. The entry first looks at the theory and research behind multimedia learning and then goes on to address the specific case of student-generated multimedia. Mayer (2001) defined multimedia as the presentation of material using both words and images, and then subsequently defined multimedia instruction as a “presentation involving words and pictures that is intended to foster learning” (p. 3). The implications of these definitions are important because they delineate two key aspects to thinking about multimedia. First, multimedia products do not need to use video, animation, or interactivity. More importantly, Mayer’s definitions focus on multimedia’s potential benefits as a learning tool rather than as a technological device.

Download Full-text