Cognitive Effects of Multimedia Learning

A book edited by Dr. Robert Zheng
University of Utah, USA

Proposals Submission Deadline: 6/30/2007

Full Chapters Due: 11/15/2007

Multimedia as an effective instructional tool has increasingly found its
presence in K-12 schools, higher education, and professional training
settings. Research on multimedia in the last two decades has evolved
from studying multimedia as a single instructional stimulus to examining
the cognitive functionality of multimedia, to understanding the
ergonomics of multimedia in which the relationships among media,
environment, and human factors are examined. Although multimedia as a
new field of study is gaining its ground in research and practice,
studies in multimedia have gone in separate directions. There is an
imminent need to bring these researches together within a unified
theoretical framework.

Much of the excellent research carried out in the area of multimedia has
been published under a variety of banners such as dual-coding theory,
cognitive load theory, working memory theory, spacial ability, and self
efficacy. There has, however, been a failure to adequately account for
this diversity and present a coherent and organized vision of cognition
and multimedia learning. Bringing this research together within a
unified theoretical framework can be significantly useful and meaningful
to teachers, learners, and researchers, which provides a clear need for
a text such as this one.

The Overall Objective of the Book
The purpose of the book is to (a) identify the role and function of
multimedia in learning, (b) bring together researches in multimedia
study with a focus on cognitive functionality, and (c) bridge the
theories with practices in multimedia by focusing on effective use of
multimedia in teaching and learning.

Chapters will include essays on various aspects of multimedia learning
with an emphasis on human cognitive process, cognitive functionality of
multimedia, learner characteristics, and learning environments for
effective application of multimedia.

Specific chapters will address:

Section 1: Multimedia and Cognition
Emphasis will be on bringing together researches in the fields of
cognitive psychology, human cognition, and cognitive functionality of

* Working memory and multimedia learning

* Cognitive load and multimedia learning

* Spatiality and multimedia learning

* Cognitive theories and multimedia

* Cognitive functionality of multimedia

Section 2: Multimedia and Motivation
Emphasis will be on bringing together latest researches on motivational
factors in multimedia learning. The goal is to promote among educators
an awareness of the motivational factors, both intrinsic and extrinsic
to multimedia learning, which affect learners’ abilities in learning as
well as their academic achievements.

* Motivation and multimedia

* Self-efficacy and multimedia

* Social and collaborative aspects in multimedia learning

* Motivational theories and multimedia learning

Section 3: Multimedia and Instructional Design
Emphasis will be on bringing together researches on multimedia and
instructional design. The goal is to help educators understand the
design theories and principles related to multimedia learning and
identify factors specific to the design of multimedia learning.

* Multimedia design theories and principles

* Human factors in multimedia design

* Computer and human interaction in multimedia learning

* Ergonomics and multimedia

* Emerging issues in multimedia design

Section 4: Effective Multimedia Applications in Teaching and Learning
Emphasis will be on using multimedia in teaching and learning,
developing effective instructional strategies to teach with multimedia,
and designing assessment to measure the effectiveness of multimedia

* Multimedia as a cognitive tool for teaching and learning

* Effective strategies in teaching and learning with multimedia

* Assessment in multimedia teaching and learning

* Case studies in best practices of multimedia teaching and learning

Section 5: Potential section, to address other issues that may emerges

Invited Submissions:
Prospective authors are invited to submit a 3-5 page manuscript on their
proposed chapter via e-mail on or before June 30, 2007. The proposal
should be on previously unpublished work on the above-suggested topics
or other related topics in the area of multimedia and cognition and
should clearly explain the mission and concerns of your research. I
strongly encourage other topics that have not been listed in this
suggested list, particularly if the topic is related to the research
area in which you have expertise.

Please forward your proposal including your name and affiliation on or
before June 30, 2007. You will be notified about the status of your
proposed chapter by July 30, 2007. The book is scheduled to be published
by IGI Global,
, publisher of IGI Publishing
(formerly Idea Group Publishing), Information Science Publishing, IRM
Press, CyberTech Publishing and Information Science Reference (formerly
Idea Group Reference) imprints.

Inquiries and submissions can be forwarded electronically (Word
document) or by mail to:

Dr. Robert Zheng
Department of Educational Psychology
College of Education
University of Utah


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