Statements (50)
| Predicate | Object |
|---|---|
| gptkbp:instanceOf |
gptkb:logic
|
| gptkbp:aimsTo |
improve retention
improve transfer of knowledge reduce cognitive overload |
| gptkbp:appliesTo |
gptkb:education_technology
e-learning instructional design classroom teaching |
| gptkbp:contrastsWith |
audio-only learning
text-only learning |
| gptkbp:developedBy |
gptkb:Richard_E._Mayer
|
| gptkbp:focusesOn |
use of words and pictures to promote learning
|
| gptkbp:hasKeyPublicationYear |
2001
2005 2009 2014 |
| https://www.w3.org/2000/01/rdf-schema#label |
Multimedia Learning
|
| gptkbp:includes |
gptkb:Cognitive_Theory_of_Multimedia_Learning
|
| gptkbp:keyFigure |
gptkb:John_Sweller
gptkb:Richard_E._Mayer gptkb:Roxana_Moreno gptkb:Allan_Paivio |
| gptkbp:principle |
coherence principle
image principle modality principle multimedia principle personalization principle pre-training principle redundancy principle segmenting principle signaling principle spatial contiguity principle temporal contiguity principle voice principle |
| gptkbp:proposedBy |
people learn better from words and pictures than from words alone
|
| gptkbp:publishedIn |
gptkb:Multimedia_Learning_(book)
gptkb:The_Cambridge_Handbook_of_Multimedia_Learning |
| gptkbp:relatedTo |
gptkb:dual_coding_theory
gptkb:cognitive_load_theory multimedia instructional message |
| gptkbp:studiedIn |
cognitive science
educational psychology instructional design research |
| gptkbp:usedIn |
online courses
educational videos PowerPoint presentations digital textbooks interactive simulations |
| gptkbp:bfsParent |
gptkb:Richard_Mayer
|
| gptkbp:bfsLayer |
7
|