RUTH COLVIN CLARK has focused on evidence-based practice in design and development of workforce training materials for over three decades. Her recent books include Scenario-Based e-Learning and Evidence-Based Training, Second Edition.

Acknowledgments xviiIntroduction 11. e-Learning: Promise and Pitfalls 7Chapter Summary 7What Is e-Learning? 8Is e-Learning Better? 11Th e Promises of e?]Learning 14Th e Pitfalls of e?]Learning 18Inform and Perform e?]Learning Goals 19e?-Learning Architectures 20What Is Effective e-Courseware? 22Learning in e-Learning 242. How Do People Learn from e-Courses? 29Chapter Summary 29How Do People Learn? 31Managing Limited Cognitive Resources During Learning 36How e-Lessons Affect Human Learning 39What We Don't Know About Learning 443 Evidence?-Based Practice 49Chapter Summary 49What Is Evidence-Based Practice? 50Three Approaches to Research on Instructional Effectiveness 51What to Look for in Experimental Comparisons 55How to Interpret Research Statistics 57How Can You Identify Relevant Research? 59Boundary Conditions in Experimental Comparisons 60Practical Versus Theoretical Research 61What We Don't Know About Evidence-Based Practice 624 Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone 67Chapter Summary 67Do Visuals Make a Difference? 69Multimedia Principle: Include Both Words and Graphics 70Some Ways to Use Graphics to Promote Learning 74Psychological Reasons for the Multimedia Principle 76Evidence for Using Words and Pictures 77The Multimedia Principle Works Best for Novices 80Should You Change Static Illustrations into Animations? 81What We Don't Know About Visuals 845 Applying the Contiguity Principle: Align Words to Corresponding Graphics 89Chapter Summary 89Principle 1: Place Printed Words Near Corresponding Graphics 91Violations of Contiguity Principle 1 94Psychological Reasons for Contiguity Principle 1 99Evidence for Contiguity Principle 1 100Principle 2: Synchronize Spoken Words with Corresponding Graphics 104Violations of Contiguity Principle 2 105Psychological Reasons for Contiguity Principle 2 107Evidence for Contiguity Principle 2 107What We Don't Know About Contiguity 1086 Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text 113Chapter Summary 113Modality Principle: Present Words as Speech Rather Than On-Screen Text 115Limitations to the Modality Principle 117Psychological Reasons for the Modality Principle 119Evidence for Using Spoken Rather Than Printed Text 121When the Modality Principle Applies 126What We Don't Know About Modality 1277 Applying the Redundancy Principle: Explain Visuals with Words in Audio or Text But Not Both 131Chapter Summary 131Principle 1: Do Not Add On?-Screen Text to Narrated Graphics 133Psychological Reasons for the Redundancy Principle 135Evidence for Omitting Redundant On?]Screen Text 137Principle 2: Consider Adding On?-Screen Text to Narration in Special Situations 139Psychological Reasons for Exceptions to the Redundancy Principle 140Evidence for Including Redundant On-Screen Text 142What We Don't Know About Redundancy 1448 Applying the Coherence Principle: Adding Extra Material Can Hurt Learning 151Chapter Summary 151Principle 1: Avoid e?-Lessons with Extraneous Words 153Psychological Reasons to Avoid Extraneous Words in e-Learning 155Evidence for Omitting Extraneous Words Added for Interest 156Evidence for Omitting Extraneous Words Added to Expand on Key Ideas 158Evidence for Omitting Extraneous Words Added for Technical Depth 159Principle 2: Avoid e?]Lessons with Extraneous Graphics 159Psychological Reasons to Avoid Extraneous Graphics in e?-Learning 161Evidence for Omitting Extraneous Graphics Added for Interest 162Evidence for Using Simpler Visuals 165Can Interesting Graphics Ever Be Helpful? 167Principle 3: Avoid e?-Lessons with Extraneous Audio 168Psychological Reasons to Avoid Extraneous Audio in e-Learning 170Evidence for Omitting Extraneous Audio 170What We Don't Know About Coherence 1729 Applying the Personalization and Embodiment Principles: Use Conversational Style, Polite Wording, Human Voice, and Virtual Coaches 179Chapter Summary 179Personalization Principle: Use Conversational Rather Than Formal Style, Polite Wording Rather Than Direct Wording, and Human Voice Rather Than Machine Voice 182Psychological Reasons for the Personalization Principle 183Promote Personalization Through Conversational Style 185Promote Personalization Through Polite Speech 187Promote Personalization Through Voice Quality 189Embodiment Principle: Use Effective On?-Screen Coaches to Promote Learning 189What We Don't Know About Personalization and Embodiment 19710 Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts 201Chapter Summary 201Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments 203Psychological Reasons for the Segmenting Principle 206Evidence for Breaking a Continuous Lesson into Bite?-Size Segments 207Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts 209Psychological Reasons for the Pretraining Principle 210Evidence for Providing Pretraining in Key Concepts 212What We Don't Know About Segmenting and Pretraining 21411 Engagement in e?]Learning 219Chapter Summary 219What Is Engagement? 221When Behavioral Engagement Impedes Learning 224Engagement That Leads to Generative Processing 226A New View of Engagement 233What We Don't Know About Engagement 23312 Leveraging Examples in e?-Learning 239Chapter Summary 239What Are Worked Examples? 240The Psychology of Worked Examples 243Evidence for the Benefits of Worked Examples 243Principles to Optimize Benefits of Worked Examples 245Principle 1: Provide Worked Examples in Lieu of Problem Assignments When the Essential Load of the Lesson Is High 246Principle 2: Fade from Worked Examples to Problems 247Principle 3: Promote Self-Explanations 249Principle 4: Include Instructional Explanations of Worked Examples in Some Situations 252Principle 5: Apply Multimedia Principles to Examples 252Principle 6: Support Far Transfer 256What We Don't Know About Worked Examples 26013 Does Practice Make Perfect? 265Chapter Summary 265What Is Practice in e?-Learning? 267Is Practice a Good Investment? 270Principle 1: Add Sufficient Practice Interactions to e?]Learning to Achieve the Objective 271Principle 2: Mirror the Job 275Principle 3: Provide Effective Feedback 275Principle 4: Distribute and Mix Practice Among Learning Events 281Principle 5: Apply Multimedia Principles 285What We Don't Know About Practice 28714 Learning Together Virtually 293Chapter Summary 292What Is Collaborative Learning? 295What Is Computer?-Supported Collaborative Learning (CSCL)? 297Principle 1: Consider Collaborative Assignments for Challenging Tasks 302Principle 2: Optimize Group Size, Composition, and Interdependence 304Principle 3: Match Synchronous and Asynchronous Assignments to the Collaborative Goal 305Principle 4: Use Collaborative Tool Features That Optimize Team Processes and Products 307Principle 5: Maximize Social Presence in Online Collaborative Environments 308Principle 6: Use Structured Collaboration Processes to Optimize Team Outcomes 309What We Don't Know About Collaborative Learning 31115 Who's in Control? Guidelines for e-Learning Navigation 317Chapter Summary 317Learner Control Versus Program Control 319Do Learners Make Good Instructional Decisions? 323Principle 1: Give Experienced Learners Control 327Principle 2: Make Important Instructional Events the Default 328Principle 3: Consider Alternative Forms of Learner Control 330Principle 4: Give Pacing Control to All Learners 331Principle 5: Offer Navigational Support in Hypermedia Environments 332Th e Bottom Line 335What We Don't Know About Learner Control 33516 e?-Learning to Build Thinking Skills 341Chapter Summary 341What Are Thinking Skills? 343Can Thinking Skills Be Trained? 347Principle 1: Focus on Explicit Teaching of Job-Relevant Thinking Skills 349Principle 2: Design Lessons Around Authentic Work Tasks or Problems 353Evidence for Problem?-Focused Instruction 358Principle 3: Define Job-Specific Thinking Processes 361What We Don't Know About Teaching Thinking Skills 36317 Learning with Computer Games 369Chapter Summary 369Do Games Have a Place in the Serious Business of Training? 371Which Features Improve a Game's Effectiveness? 372Does Game Playing Improve Cognitive Skills? 377Are Games More Effective Than Conventional Media? 382What We Don't Know About Learning with Computer Games 38518 Applying the Guidelines 391Chapter Summary 391Applying the Evidence?-Based Guidelines to e-Courses 391e?-Lesson Guidelines Checklist 396Review of Sample 1: Excel for Small Business 401Review of Sample 2: Synchronous Excel Lesson 406Review of Sample 3: Automotive Troubleshooting Simulation 409Reflections on Past Predictions 411Beyond 2016 in Multimedia Research 413References 419Glossary 451List of Tables and Figures 473Name Index 485Subject Index 493About the Authors 509

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The essential e-learning design manual, updated with the latest research, design principles, and examplese-Learning and the Science of Instruction is the ultimate handbook for evidence-based e-learning design. Since the first edition of this book, e-learning has grown to account for at least 40% of all training delivery media. However, digital courses often fail to reach their potential for learning effectiveness and efficiency. This guide provides research-based guidelines on how best to present content with text, graphics, and audio as well as the conditions under which those guidelines are most effective. This updated fourth edition describes the guidelines, psychology, and applications for ways to improve learning through personalization techniques, coherence, animations, and a new chapter on evidence-based game design. The chapter on the Cognitive Theory of Multimedia Learning introduces three forms of cognitive load which are revisited throughout each chapter as the psychological basis for chapter principles. A new chapter on engagement in learning lays the groundwork for in-depth reviews of how to leverage worked examples, practice, online collaboration, and learner control to optimize learning. The updated instructor's materials include a syllabus, assignments, storyboard projects, and test items that you can adapt to your own course schedule and students.Co-authored by the most productive instructional research scientist in the world, Dr. Richard E. Mayer, this book distills copious e-learning research into a practical manual for improving learning through optimal design and delivery.* Get up to date on the latest e-learning research* Adopt best practices for communicating information effectively* Use evidence-based techniques to engage your learners* Replace popular instructional ideas, such as learning styles with evidence-based guidelines* Apply evidence-based design techniques to optimize learning gamese-Learning continues to grow as an alternative or adjunct to the classroom, and correspondingly, has become a focus among researchers in learning-related fields. New findings from research laboratories can inform the design and development of e-learning. However, much of this research published in technical journals is inaccessible to those who actually design e-learning material. By collecting the latest evidence into a single volume and translating the theoretical into the practical, e-Learning and the Science of Instruction has become an essential resource for consumers and designers of multimedia learning.