User contributions for Tanvivartak

16:3716:37, 16 December 2022 diff hist 0‎ Cognitive Theory of Multimedia Learning ‎ →‎Extraneous overload: Too much extraneous processing
16:3716:37, 16 December 2022 diff hist +90‎ Cognitive Theory of Multimedia Learning ‎ →‎Generative underutilization: Not enough generative processing
16:3616:36, 16 December 2022 diff hist +2‎ Cognitive Theory of Multimedia Learning ‎ →‎Essential overload: Too much essential processing
16:3616:36, 16 December 2022 diff hist +79‎ Cognitive Theory of Multimedia Learning ‎ →‎Essential overload: Too much essential processing
16:3516:35, 16 December 2022 diff hist +68‎ Cognitive Theory of Multimedia Learning ‎ →‎Extraneous overload: Too much extraneous processing
16:2916:29, 16 December 2022 diff hist +183‎ Cognitive Theory of Multimedia Learning ‎No edit summary
16:2416:24, 16 December 2022 diff hist +315‎ Cognitive Theory of Multimedia Learning ‎ →‎Three learning scenarios
16:2116:21, 16 December 2022 diff hist +1‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity (Triarchic Model)
16:2016:20, 16 December 2022 diff hist +18‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
16:1916:19, 16 December 2022 diff hist +2‎ Cognitive Theory of Multimedia Learning ‎ →‎Active Processing
16:1916:19, 16 December 2022 diff hist +2‎ Cognitive Theory of Multimedia Learning ‎ →‎Limited Capacity
16:1916:19, 16 December 2022 diff hist +4‎ Cognitive Theory of Multimedia Learning ‎ →‎Dual Channel
16:1816:18, 16 December 2022 diff hist −4‎ Cognitive Theory of Multimedia Learning ‎ →‎Dual Channel
16:1816:18, 16 December 2022 diff hist −4‎ Cognitive Theory of Multimedia Learning ‎ →‎Dual Channel
16:1716:17, 16 December 2022 diff hist −2‎ Cognitive Theory of Multimedia Learning ‎ →‎Approaches for information processing
16:1716:17, 16 December 2022 diff hist −2‎ Cognitive Theory of Multimedia Learning ‎ →‎Dual Channel
16:1716:17, 16 December 2022 diff hist −2‎ Cognitive Theory of Multimedia Learning ‎ →‎=Limitations of Dual Channel
16:1716:17, 16 December 2022 diff hist +519‎ Cognitive Theory of Multimedia Learning ‎ →‎Implications for Learning Design
16:1216:12, 16 December 2022 diff hist +46‎ Cognitive Theory of Multimedia Learning ‎No edit summary
16:0916:09, 16 December 2022 diff hist +73‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
16:0816:08, 16 December 2022 diff hist +43‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
16:0516:05, 16 December 2022 diff hist +369‎ N Guided Inquiry Principle ‎ Created page with "Encourage learners to go beyond the information given and draw their own conclusions <REF> De Jong, T. (2021). The Guided Inquiry Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 394-402). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.041 </REF>" current
16:0516:05, 16 December 2022 diff hist +385‎ N Feedback Principle ‎ Created page with "Provide novice students with explanatory feedback rather than corrective feedback alone. <REF> Johnson, C., & Marraffino, M. (2021). The Feedback Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 403-417). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.042 </REF>" current
16:0516:05, 16 December 2022 diff hist +501‎ N Cognitive Load Self-Management Principle ‎ Created page with "Teach learners the application of Cognitive Load Theory principles to manage themselves better during non-compliant instructions <REF> Zhang, S., De Koning, B., Agostinho, S., Tindall-Ford, S., Chandler, P., & Paas, F. (2021). The Cognitive Load Self-Management Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 430-436). Cambridge: Cambridge University Press. doi:10.101..."
16:0416:04, 16 December 2022 diff hist +330‎ N Imagination Principle ‎ Created page with "Ask learners to imagine drawings for the lesson. <REF> Leopold, C. (2021). The Imagination Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 370-380). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.039 </REF>" current
16:0316:03, 16 December 2022 diff hist +338‎ N Drawing Principle ‎ Created page with "Ask learners to make drawings for the lesson. <REF> Leutner, D., & Schmeck, A. (2021). The Drawing Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 360-369). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.038 </REF>"
16:0316:03, 16 December 2022 diff hist +368‎ N Mapping Principle ‎ Created page with "Ask learners to create a graphic organizer or concept map. <REF> Adesope, O., Nesbit, J., & Sundararajan, N. (2021). The Mapping Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 351-359). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.037 </REF>" current
16:0216:02, 16 December 2022 diff hist +338‎ N Guided Discovery Principle ‎ Created page with "Provide hints and feedback as learner solves problems <REF> De Jong, T. (2021). The Guided Inquiry Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 394-402). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.041 </REF>" current
16:0116:01, 16 December 2022 diff hist +1‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
16:0016:00, 16 December 2022 diff hist 0‎ Collaboration Principle ‎No edit summary current
16:0016:00, 16 December 2022 diff hist +343‎ N Generative Activity Principle ‎ Created page with "Provide prompts for learning strategies <REF> Fiorella, L., & Mayer, R. (2021). The Generative Activity Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 339-350). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.036 </REF>" current
16:0016:00, 16 December 2022 diff hist +343‎ N Emotion Design Principle ‎ Created page with "Make onscreen elements prime positive emotion <REF> Plass, J., & Hovey, C. (2021). The Emotional Design Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 324-336). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.034 </REF>"
15:5915:59, 16 December 2022 diff hist +438‎ N Collaboration Principle ‎ Created page with "Strike a balance between advantages of learning in collaborative activities and mental effort required in its coordination ,REF> Janssen, J., Kirschner, F., & Kirschner, P. (2021). The Collaboration Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 304-312). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.032 </REF>"
15:5815:58, 16 December 2022 diff hist +326‎ N Embodiment Principle ‎ Created page with "Give onscreen characters human-like gestures <REF> Fiorella, L. (2021). The Embodiment Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 286-295). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.030 </REF>"
15:5715:57, 16 December 2022 diff hist +1‎ Immersion Principle ‎No edit summary current
15:5715:57, 16 December 2022 diff hist +8‎ Mayer's Principles in Multimedia Learning ‎No edit summary
15:5615:56, 16 December 2022 diff hist +4‎ Mayer's Principles in Multimedia Learning ‎No edit summary
15:5515:55, 16 December 2022 diff hist +56‎ Mayer's Principles in Multimedia Learning ‎No edit summary
15:5415:54, 16 December 2022 diff hist +355‎ N Immersion Principle ‎ Created page with "Incorporate multimedia design principles in immersive virtual environments <REF> Makransky, G. (2021). The Immersion Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 296-303). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.031 <REF>"
15:5315:53, 16 December 2022 diff hist +457‎ N Transient Information Principle ‎ Created page with "Help comprehensive processing of spoken information or animations in learners’ working memory and integration with prior knowledge in long-term memory <rEF> Jiang, D., & Sweller, J. (2021). The Transient Information Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 268-274). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.027 </REF>" current
15:5215:52, 16 December 2022 diff hist +336‎ N Modality Principle ‎ Created page with "Use spoken rather than printed text. <REF> Castro-Alonso, J., & Sweller, J. (2021). The Modality Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 261-267). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.026 </REF>" current
15:5015:50, 16 December 2022 diff hist +372‎ N Worked Example Principle ‎ Created page with "Provide problem formulation and solution to help gain initial cognitive skill acquisition <REF> Renkl, A. (2021). The Worked Example Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 231-240). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.023 </REF>" current
15:5015:50, 16 December 2022 diff hist +111‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
15:4815:48, 16 December 2022 diff hist −1‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
15:4815:48, 16 December 2022 diff hist −4‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
15:4715:47, 16 December 2022 diff hist −1‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
15:4715:47, 16 December 2022 diff hist +1‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
15:4615:46, 16 December 2022 diff hist +884‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
15:3615:36, 16 December 2022 diff hist +1‎ Cognitive Theory of Multimedia Learning ‎ →‎Three kinds of demands on cognitive load capacity
15:3415:34, 16 December 2022 diff hist +363‎ N Split Attention Principle ‎ Created page with "Present an integrated format of disparate sources of information <REF> Ayres, P., & Sweller, J. (2021). The Split-Attention Principle in Multimedia Learning. In R. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 199-211). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.020 </REF>" current

16 December 2022