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By Robert Zheng

Now verified as an efficient instrument within the educational approach, multimedia has penetrated academic platforms at virtually each point of analysis. of their quest to maximise academic results and determine most sensible practices, multimedia researchers at the moment are increasing their examinations to increase in the direction of the cognitive performance of multimedia. Cognitive results of Multimedia studying identifies the function and serve as of multimedia in studying via a set of analysis reviews targeting cognitive performance. a complicated choice of serious theories and practices, this a lot wanted contribution to the study is an important preserving for tutorial libraries, and should gain researchers, practitioners and scholars in uncomplicated and utilized fields starting from schooling to cognitive sciences.

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Sweller, S. (2006). Natural information processing systems. Evolutionary Psychology, 4, 434-458. 17 Chapter II Multimedia Learning and Working Memory Capacity Peter E. Doolittle Virginia Tech, USA Krista P. Terry Radford University, USA Gina J. Mariano Virginia Tech, USA Abstract This chapter addresses the role that working memory capacity (WMC) plays in learning in multimedia environments. WMC represents the ability to control attention, that is, to be able to remain focused on the task at hand while simultaneously retrieving relevant information from long-term memory, all in the presence of distraction.

1999). Human memory. Boston. Allyn & Bacon. , Plass, J. , & Leutner, D. (2002). Assessment of cognitive load in multimedia learning using dual-task methodology. Experimental Psychology , 49, 109-119. , Plass, J. , & Leutner, D. (2004) Assessment of cognitive load in multimedia learning with dual task methodology: Auditory load and modality effects. Instructional Science, 32, 115-132. , & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.

The redundancy principle. In R. E. ), Cambridge handbook of multimedia learning (pp. 159-167). New York: Cambridge University Press. , & Sweller, S. (2006). Natural information processing systems. Evolutionary Psychology, 4, 434-458. , & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233. , & Cooper, M. (1990). Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology: General, 119, 176-192. , & Cooper, G.

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