Suchergebnisse

Dedication; Introduction; Contents; Chapter 1: Learning from Multimedia: Cognitive Processes and Instructional Support; Introduction; Cognitive Theories of Multimedia Learning; The Special Role of Integration for Multimedia Learning; What Is Integration?; Early Evidence for Text-Picture Integration; Does Integration Occur During Learning?; How Early Does Integration Occur?; Does Integration Yield a Single Mental Model or Two Interconnected Models?; How to Support Learning from Multimedia; How to Design Multimedia Materials in Order to Foster Integration

This book provides an overview of the state-of-the art of psychological research on learning and knowledge exchange with digital media, based on a comprehensive research program that was realized at the Leibniz-Institut für Wissensmedien(IWM) during the last decade. The dramatic rise of new tools and technologies, including both hardware devices like smartphones, tablets, multitouch-tables, or stereoscopic screens as well as software environments like Google, Wikipedia, Facebook, Twitter or MOOCs - has fundamentally reshaped teaching, learning, and knowledge exchange. The authors describe an area of digital learning in light of these recent technological developments, specify the relevant theoretical approaches, summarize the main research results from the lab, and discuss their theoretical and practical implications.

Abstract
This paper addresses the issue of narrative influence on knowledge acquisition in science education. Special characteristics of narratives and of narrative processing are compared to characteristics and processing of traditional expository educational materials. This paper goes beyond the existing literature on processing of media presentations that combine narrative and educational contents. Effects of four distinctive narrative features – dramatization, emotionalization, personalization, and fictionalization – are discussed with regard to their influence on single steps in knowledge acquisition (interest, attention, elaboration, and representation) to explain the superiority of narratives over expository material found in some studies. The need for a model describing the complex relationships between the effects of the single narrative characteristics on knowledge acquisition is proposed.

In diesem Lehrbuch und Nachschlagewerk werden 61 zentrale Konzepte der Medienpsychologie in kurzen Texten vorgestellt, die das aktuelle Wissen zu spezifischen Annahmen und Theorien bündeln. In der Neuauflage werden vor allem aktuelle Konzepte aus dem Bereich der Social Media integriert. Die einzelnen Kapitel sind nach einem einheitlichen Schema gestaltet und enthalten eine kurze Darstellung des jeweiligen Konzepts, eine detaillierte Erläuterung der zentralen Annahmen, eine Beschreibung der typischen Methodik, eine Zusammenfassung der aktuellen empirischen Ergebnisse sowie eine kritische Würdigung. Biographische Informationen Prof. Dr. Nicole C. Krämer ist Professorin für Sozialpsychologie, Medien und Kommunikation an der Universität Duisburg-Essen. Prof. Dr. Stephan Schwan leitet die Arbeitsgruppe "Realitätsnahe Darstellungen" am Institut für Wissensmedien in Tübingen. Prof. Dr. Dagmar Unz lehrt Medienpsychologie an der Hochschule für Angewandte Wissenschaften Würzburg-Schweinfurt. Prof. Dr. Monika Suckfüll hat den Lehrstuhl für Kommunikations- und Medienwissenschaften an der Universität der Künste Berlin inne.