E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / Ruth Colvin Clark, Richard E. Mayer.

e-Learning: promise and pitfalls -- How do people learn from e-courses? -- Evidence-based practice -- Applying the multimedia principle: use words and graphics rather than words alone -- Applying the contiguity principle: align words to corresponding graphics -- Applying the modality principle: present words as audio narration rather than on-screen text -- Applying the redundancy principle: explain visuals with words in audio or text but not both -- Applying the coherence principle: adding extra material can hurt learning -- Applying the personalization and embodiment principles: use conversational style, polite wording, human voice, and virtual coaches -- Applying the segmenting and pretraining principles: managing complexity by breaking a lesson into parts -- Engagement in e-learning -- Leveraging examples in e-learning -- Does practice make perfect? -- Learning together virtually -- Who's in control? guidelines for e-learning navigation -- e-Learning to build thinking skills -- Learning with computer games -- Applying the guidelines.

About This Book; Title page; Copyright; Dedication; Acknowledgments; Introduction; Chapter 1 e-Learning; Chapter Summary; What Is e-Learning?; Is e-Learning Better?; The Promises of e-Learning; The Pitfalls of e-Learning; Inform and Perform e-Learning Goals; e-Learning Architectures; What Is Effective e-Courseware?; Learning in e-Learning; Chapter Reflection; Coming Next; Suggested Readings; Chapter 2 How Do People Learn from e-Courses?; Chapter Summary; How Do People Learn?; Managing Limited Cognitive Resources During Learning; How e-Lessons Affect Human Learning.

What We Don't Know About LearningChapter Reflection; Coming Next; Suggested Readings; Chapter 3 Evidence-Based Practice; Chapter Summary; What Is Evidence-Based Practice?; Three Approaches to Research on Instructional Effectiveness; What to Look for in Experimental Comparisons; How to Interpret Research Statistics; How Can You Identify Relevant Research?; Boundary Conditions in Experimental Comparisons; Practical Versus Theoretical Research; What We Don't Know About Evidence-Based Practice; Chapter Reflection; Coming Next; Suggested Readings; Chapter 4 Applying the Multimedia Principle.

Chapter SummaryDo Visuals Make a Difference?; Multimedia Principle: Include Both Words and Graphics; Some Ways to Use Graphics to Promote Learning; Psychological Reasons for the Multimedia Principle; Evidence for Using Words and Pictures; The Multimedia Principle Works Best for Novices; Should You Change Static Illustrations into Animations?; What We Don't Know About Visuals; Chapter Reflection; Coming Next; Suggested Readings; Chapter 5 Applying the Contiguity Principle; Chapter Summary; Principle 1: Place Printed Words Near Corresponding Graphics.

Psychological Reasons for Contiguity Principle 1Evidence for Contiguity Principle 1; Principle 2: Synchronize Spoken Words with Corresponding Graphics; Psychological Reasons for Contiguity Principle 2; Evidence for Contiguity Principle 2; What We Don't Know About Contiguity; Chapter Reflection; Coming Next; Suggested Readings; Chapter 6 Applying the Modality Principle; Chapter Summary; Modality Principle: Present Words as Speech Rather Than On-Screen Text; Limitations to the Modality Principle; Psychological Reasons for the Modality Principle.

Evidence for Using Spoken Rather Than Printed TextWhen the Modality Principle Applies; What We Don't Know About Modality; Chapter Reflection; Coming Next; Suggested Readings; Chapter 7 Applying the Redundancy Principle; Chapter Summary; Principle 1: Do Not Add On-Screen Text to Narrated Graphics; Psychological Reasons for the Redundancy Principle; Evidence for Omitting Redundant On-Screen Text; Principle 2: Consider Adding On-Screen Text to Narration in Special Situations; Psychological Reasons for Exceptions to the Redundancy Principle; Evidence for Including Redundant On-Screen Text.

Annotation Thoroughly revised and updated, this third edition of the best-selling book offers a comprehensive review of multimedia learning for both users and designers. The book contains design principles that are written to increase learning while debunking many popular theories about good design. The book also contains the most current research and includes new topics (e-learning for educators, new delivery technologies, social media, and more) and offers helpful guidelines. The books many examples: create working multimedia that inform the research guidelines; have been update to include real-world screen captures; extend principles to illustrate their application to synchronous e-learning tools.