Multimedia learning with simulations and microworlds

Jan Plass, Ruth N. Schwartz

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.

Original languageEnglish (US)
Title of host publicationThe Cambridge Handbook of Multimedia Learning, Second Edition
PublisherCambridge University Press
Pages729-761
Number of pages33
ISBN (Electronic)9781139547369
ISBN (Print)9781107035201
DOIs
Publication statusPublished - Jan 1 2014

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ASJC Scopus subject areas

  • Psychology(all)

Cite this

Plass, J., & Schwartz, R. N. (2014). Multimedia learning with simulations and microworlds. In The Cambridge Handbook of Multimedia Learning, Second Edition (pp. 729-761). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.036