Book contents
- The Cambridge Handbook of Multimedia Learning
- The Cambridge Handbook of Multimedia Learning
- Copyright page
- Contents
- Contributors
- Preface
- Acknowledgments
- 1 Introduction to Multimedia Learning
- Part I Theoretical Foundations
- Part II Basic Principles of Multimedia Learning
- Part III Advanced Principles of Multimedia Learning
- Part IV Multimedia Learning of Cognitive Processes
- Part V Multimedia Learning in Advanced Computer-Based Contexts
- 29 Multimedia Learning with Intelligent Tutoring Systems
- 30 Multimedia Learning with Simulations and Microworlds
- 31 Multimedia Learning with Computer Games
- 32 Multimedia Learning with Video
- 33 Multimedia Learning from Multiple Documents
- 34 Multimedia Learning in e-Courses
- Author Index
- Subject Index
30 - Multimedia Learning with Simulations and Microworlds
from Part V - Multimedia Learning in Advanced Computer-Based Contexts
Published online by Cambridge University Press: 05 August 2014
- The Cambridge Handbook of Multimedia Learning
- The Cambridge Handbook of Multimedia Learning
- Copyright page
- Contents
- Contributors
- Preface
- Acknowledgments
- 1 Introduction to Multimedia Learning
- Part I Theoretical Foundations
- Part II Basic Principles of Multimedia Learning
- Part III Advanced Principles of Multimedia Learning
- Part IV Multimedia Learning of Cognitive Processes
- Part V Multimedia Learning in Advanced Computer-Based Contexts
- 29 Multimedia Learning with Intelligent Tutoring Systems
- 30 Multimedia Learning with Simulations and Microworlds
- 31 Multimedia Learning with Computer Games
- 32 Multimedia Learning with Video
- 33 Multimedia Learning from Multiple Documents
- 34 Multimedia Learning in e-Courses
- Author Index
- Subject Index
Summary
In this chapter, we discuss research on learning from simulations and microworlds. After providing working definitions and examples for these environments, we review research on their effectiveness and, where available, on specific questions of their information design, interaction design, and instructional guidance design. On the basis of the research findings, we propose extensions to current theories of multimedia learning to involve social and affective processes and outcomes, describe implications for instructional design, discuss limitations of the existing research, and outline areas for future research.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Multimedia Learning , pp. 729 - 761Publisher: Cambridge University PressPrint publication year: 2014
- 19
- Cited by