CONTENTS

1. Acknowledgments
2. Introduction
3. Chapter 1 e-Learning
   1. Chapter Summary
   2. What Is e-Learning?
   3. Is e-Learning Better?
   4. The Promises of e-Learning
   5. The Pitfalls of e-Learning
   6. Inform and Perform e-Learning Goals
   7. e-Learning Architectures
   8. What Is Effective e-Courseware?
   9. Learning in e-Learning
   10. Chapter Reflection
   11. Coming Next
   12. Suggested Readings
4. Chapter 2 How Do People Learn from e-Courses?
   1. Chapter Summary
   2. How Do People Learn?
   3. Managing Limited Cognitive Resources During Learning
   4. How e-Lessons Affect Human Learning
   5. What We Don’t Know About Learning
   6. Chapter Reflection
   7. Coming Next
   8. Suggested Readings
5. Chapter 3 Evidence-Based Practice
   1. Chapter Summary
   2. What Is Evidence-Based Practice?
   3. Three Approaches to Research on Instructional Effectiveness
   4. What to Look for in Experimental Comparisons
   5. How to Interpret Research Statistics
   6. How Can You Identify Relevant Research?
   7. Boundary Conditions in Experimental Comparisons
   8. Practical Versus Theoretical Research
   9. What We Don’t Know About Evidence-Based Practice
   10. Chapter Reflection
   11. Coming Next
   12. Suggested Readings
6. Chapter 4 Applying the Multimedia Principle
   1. Chapter Summary
   2. Do Visuals Make a Difference?
   3. Multimedia Principle: Include Both Words and Graphics
   4. Some Ways to Use Graphics to Promote Learning
   5. Psychological Reasons for the Multimedia Principle
   6. Evidence for Using Words and Pictures
   7. The Multimedia Principle Works Best for Novices
   8. Should You Change Static Illustrations into Animations?
   9. What We Don’t Know About Visuals
   10. Chapter Reflection
   11. Coming Next
   12. Suggested Readings
7. Chapter 5 Applying the Contiguity Principle
   1. Chapter Summary
   2. Principle 1: Place Printed Words Near Corresponding Graphics
   3. Psychological Reasons for Contiguity Principle 1
   4. Evidence for Contiguity Principle 1
   5. Principle 2: Synchronize Spoken Words with Corresponding Graphics
   6. Psychological Reasons for Contiguity Principle 2
   7. Evidence for Contiguity Principle 2
   8. What We Don’t Know About Contiguity
   9. Chapter Reflection
   10. Coming Next
   11. Suggested Readings
8. Chapter 6 Applying the Modality Principle
   1. Chapter Summary
   2. Modality Principle: Present Words as Speech Rather Than On-Screen Text
   3. Limitations to the Modality Principle
   4. Psychological Reasons for the Modality Principle
   5. Evidence for Using Spoken Rather Than Printed Text
   6. When the Modality Principle Applies
   7. What We Don’t Know About Modality
   8. Chapter Reflection
   9. Coming Next
   10. Suggested Readings
9. Chapter 7 Applying the Redundancy Principle
   1. Chapter Summary
   2. Principle 1: Do Not Add On-Screen Text to Narrated Graphics
   3. Psychological Reasons for the Redundancy Principle
   4. Evidence for Omitting Redundant On-Screen Text
   5. Principle 2: Consider Adding On-Screen Text to Narration in Special Situations
   6. Psychological Reasons for Exceptions to the Redundancy Principle
   7. Evidence for Including Redundant On-Screen Text
   8. What We Don’t Know About Redundancy
   9. Chapter Reflection
   10. Coming Next
   11. Suggested Readings
10. Chapter 8 Applying the Coherence Principle
    1. Chapter Summary
    2. Principle 1: Avoid e-Lessons with Extraneous Words
    3. Psychological Reasons to Avoid Extraneous Words in e-Learning
    4. Evidence for Omitting Extraneous Words Added for Interest
    5. Evidence for Omitting Extraneous Words Added to Expand on Key Ideas
    6. Evidence for Omitting Extraneous Words Added for Technical Depth
    7. Principle 2: Avoid e-Lessons with Extraneous Graphics
    8. Psychological Reasons to Avoid Extraneous Graphics in e-Learning
    9. Evidence for Omitting Extraneous Graphics Added for Interest
    10. Evidence for Using Simpler Visuals
    11. Can Interesting Graphics Ever Be Helpful?
    12. Principle 3: Avoid e-Lessons with Extraneous Audio
    13. Psychological Reasons to Avoid Extraneous Audio in e-Learning
    14. Evidence for Omitting Extraneous Audio
    15. What We Don’t Know About Coherence
    16. Chapter Reflection
    17. Coming Next
    18. Suggested Readings
11. Chapter 9 Applying the Personalization and Embodiment Principles
    1. Chapter Summary
    2. Personalization Principle: Use Conversational Rather Than Formal Style, Polite Wording Rather Than Direct Wording, and Human Voice Rather Than Machine Voice
    3. Psychological Reasons for the Personalization Principle
    4. Promote Personalization Through Conversational Style
    5. Promote Personalization Through Polite Speech
    6. Promote Personalization Through Voice Quality
    7. Embodiment Principle: Use Effective On-Screen Coaches to Promote Learning
    8. Implications for e-Learning
    9. What We Don’t Know About Personalization and Embodiment
    10. Chapter Reflection
    11. Coming Next
    12. Suggested Readings
12. Chapter 10 Applying the Segmenting and Pretraining Principles
    1. Chapter Summary
    2. Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments
    3. Psychological Reasons for the Segmenting Principle
    4. Evidence for Breaking a Continuous Lesson into Bite-Size Segments
    5. Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts
    6. Psychological Reasons for the Pretraining Principle
    7. Evidence for Providing Pretraining in Key Concepts
    8. What We Don’t Know About Segmenting and Pretraining
    9. Chapter Reflection
    10. Coming Next
    11. Suggested Readings
13. Chapter 11 Engagement in e-Learning
    1. Chapter Summary
    2. What Is Engagement?
    3. When Behavioral Engagement Impedes Learning
    4. Engagement That Leads to Generative Processing
    5. A New View of Engagement
    6. What We Don’t Know About Engagement
    7. Chapter Reflection
    8. Coming Next
    9. Suggested Readings
14. Chapter 12 Leveraging Examples in e-Learning
    1. Chapter Summary
    2. What Are Worked Examples?
    3. The Psychology of Worked Examples
    4. Evidence for the Benefits of Worked Examples
    5. Principles to Optimize Benefits of Worked Examples
    6. Principle 1: Provide Worked Examples in Lieu of Problem Assignments When the Essential Load of the Lesson Is High
    7. Principle 2: Fade from Worked Examples to Problems
    8. Principle 3: Promote Self-Explanations
    9. Principle 4: Include Instructional Explanations of Worked Examples in Some Situations
    10. Principle 5: Apply Multimedia Principles to Examples
    11. Principle 6: Support Far Transfer
    12. What We Don’t Know About Worked Examples
    13. Chapter Reflection
    14. Coming Next
    15. Suggested Readings
15. Chapter 13 Does Practice Make Perfect?
    1. Chapter Summary
    2. What Is Practice in e-Learning?
    3. Is Practice a Good Investment?
    4. Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the Objective
    5. Principle 2: Mirror the Job
    6. Principle 3: Provide Effective Feedback
    7. Principle 4: Distribute and Mix Practice Among Learning Events
    8. Principle 5: Apply Multimedia Principles
    9. What We Don’t Know About Practice
    10. Coming Next
    11. Suggested Readings
16. Chapter 14 Learning Together Virtually
    1. Chapter Summary
    2. What Is Collaborative Learning?
    3. What Is Computer-Supported Collaborative Learning (CSCL)?
    4. Principle 1: Consider Collaborative Assignments for Challenging Tasks
    5. Principle 2: Optimize Group Size, Composition, and Interdependence
    6. Principle 3: Match Synchronous and Asynchronous Assignments to the Collaborative Goal
    7. Principle 4: Use Collaborative Tool Features That Optimize Team Processes and Products
    8. Principle 5: Maximize Social Presence in Online Collaborative Environments
    9. Principle 6: Use Structured Collaboration Processes to Optimize Team Outcomes
    10. What We Don’t Know About Collaborative Learning
    11. Coming Next
    12. Suggested Readings
17. Chapter 15 Who’s in Control?
    1. Chapter Summary
    2. Learner Control Versus Program Control
    3. Do Learners Make Good Instructional Decisions?
    4. Principle 1: Give Experienced Learners Control
    5. Principle 2: Make Important Instructional Events the Default
    6. Principle 3: Consider Alternative Forms of Learner Control
    7. Principle 4: Give Pacing Control to All Learners
    8. Principle 5: Offer Navigational Support in Hypermedia Environments
    9. The Bottom Line
    10. What We Don’t Know About Learner Control
    11. Coming Next
    12. Suggested Readings
18. Chapter 16 e-Learning to Build Thinking Skills
    1. Chapter Summary
    2. What Are Thinking Skills?
    3. Can Thinking Skills Be Trained?
    4. Principle 1: Focus on Explicit Teaching of Job-Relevant Thinking Skills
    5. Principle 2: Design Lessons Around Authentic Work Tasks or Problems
    6. Evidence for Problem-Focused Instruction
    7. Principle 3: Define Job-Specific Thinking Processes
    8. What We Don’t Know About Teaching Thinking Skills
    9. Coming Next
19. Chapter 17 Learning with Computer Games
    1. Chapter Summary
    2. Do Games Have a Place in the Serious Business of Training?
    3. Which Features Improve a Game’s Effectiveness?
    4. Does Game Playing Improve Cognitive Skills?
    5. Are Games More Effective Than Conventional Media?
    6. What We Don’t Know About Learning with Computer Games
    7. Coming Next
    8. Suggested Readings
20. Chapter 18 Applying the Guidelines
    1. Chapter Summary
    2. Applying the Evidence-Based Guidelines to e-Courses
    3. e-Lesson Guidelines Checklist
    4. Review of Sample 1: Excel for Small Business
    5. Review of Sample 2: Synchronous Excel Lesson
    6. Review of Sample 3: Automotive Troubleshooting Simulation
    7. Reflections on Past Predictions
    8. Beyond 2016 in Multimedia Research
    9. In Conclusion
21. References
22. Glossary
23. Name Index
24. Subject Index
25. About the Authors
26. EULA

List of Tables

1. Introduction
   1. Table 1.1.
2. Chapter 1
   1. Table 1.1
   2. Table 1.2
   3. Table 2.1.
   4. Table 2.2.
   5. Table 2.3.
   6. Table 3.1.
   7. Table 3.2.
3. Chapter 4
   1. Table 4.1
   2. Table 11.1.
   3. Table 13.1.
   4. Table 13.2.
   5. Table 14.1.
   6. Table 14.2.
   7. Table 15.1.
   8. Table 16.1.
   9. Table 16.2.
   10. Table 16.3.
   11. Table 17.1.
   12. Table 17.2.
   13. Table 17.3.
   14. Table 17.4.
   15. Table 18.1.
   16. Table 18.2.

List of Illustrations

1. Chapter 1
   1. Figure 1.1 A Screen Capture from an Asynchronous Excel Lesson.
   2. Figure 1.2 A Screen Capture from a Synchronous Excel Lesson.
   3. Figure 1.3 Adapted from Bernard et al., 2004. Electronic Distance Learning Versus Face-to-Face Instruction: Distribution of Effect Sizes.
   4. Figure 1.4 Adapted from ATD State of Industry Report, 2014. Percentage of Learning Hours Available Via Instructor-Led Classroom and Technology.
   5. Figure 1.5 With permission from Raytheon Professional Services. A Simulated Automotive Shop Offers Accelerated Learning Opportunities.
2. Chapter 2
   1. Figure 2.1 Cognitive Theory of Multimedia Learning.
   2. Figure 2.2 Visual Cues Help Learners Attend to Important Elements of the Lesson.
   3. Figure 2.3 Adapted from Mayer (2001a, 2005b) Screens from Lightning Lesson with Integrated Text and Graphics (Left) and Separated Text and Graphics (Right).
3. Chapter 3
   1. Figure 3.1 Eye-Tracking Data Shows Different Patterns of Attention in Different Layouts of Print and Visuals.
   2. Figure 3.2 Criteria of Good Experimental Comparisons.
   3. Figure 3.3 Means and Standard Deviations from Two Lessons.
   4. Figure 3.4 A Calculation of Effect Size for the Two Groups Illustrated in Figure 3.3.
   5. Figure 3.5 Research Can Have Theoretical and Practical Goals.
4. Chapter 4
   1. Figure 4.1 A Screen from Ben’s First Draft of the Excel Course.
   2. Figure 4.2 A Revision of Figure 4.1 with Visuals and Words.
   3. Figure 4.3 A Decorative Graphic That Does Not Improve Learning.
   4. Figure 4.4 An Organizational Graphic on Coaching Topics.
   5. Figure 4.5 Use of Color and Tables to Illustrate Quantitative Relationships.
   6. Figure 4.6 How a Bicycle Pump Works Explained with Words Alone. .
   7. Figure 4.7 How a Bicycle Pump Works Explained with Words and Graphics.
   8. Figure 4.8 Learning Is Better from Words Plus Graphics Than from Words Alone. .
   9. Figure 4.9 A Series of Static Visuals to Teach How Lightning Forms. .
5. Chapter 5
   1. Figure 5.1 Ben’s First Draft Storyboards for the Excel Lesson.
   2. Figure 5.2 The Legend Placed on the Side of the Graphic Violates the Contiguity Principle.
   3. Figure 5.3 From Clark and Lyons, 2011. A Screen Rollover Integrates Text Below Section 1 of Graphic.
   4. Figure 5.4 Text and Graphic Separated on Scrolling Screen.
   5. Figure 5.5 Text and Graphic Visible Together on a Scrolling Screen.
   6. Figure 5.6 Ineffective and Effective Placement of Feedback.
   7. Figure 5.7 Separating Exercise Directions from Application Screen Adds Extraneous Memory Load.
   8. Figure 5.8 Text Placed at Bottom of Screen (Left) Versus Next to Visual (Right).
   9. Figure 5.9 Text Is Viewed Separately from Animation. .
   10. Figure 5.10 Screens from Lightning Lesson with Integrated Text and Graphics (Left) and Separated Text and Graphics (Right). .
   11. Figure 5.11 Eye-Tracking Shows Better Integration of Text and Visual When Visuals Are Integrated into the Text. .
   12. Figure 5.12 Separated Version of the Brakes Lesson. .
   13. Figure 5.13 Integrated Version of the Brakes Lesson. .
   14. Figure 5.14 Narration Is Presented Separately from Animation.
   15. Figure 5.15 This Alternative to Figure 5.1 Applies the Contiguity Principle.
6. Chapter 6
   1. Figure 6.1 Visual Described by On-Screen Text.
   2. Figure 6.2 Audio Explains the Animated Demonstration of the Telephone System.
   3. Figure 6.3 Visual Described by Audio Narration.
   4. Figure 6.4 Practice Directions Provided in On-Screen Text in a Virtual Classroom Session.
   5. Figure 6.5 Overloading of Visual Channel with Presentation of Written Text and Graphics. .
   6. Figure 6.6 Balancing Content Across Visual and Auditory Channels with Presentation of Narration and Graphics. .
   7. Figure 6.7 Screens from Lightning Lesson Explained with Audio Narration. .
   8. Figure 6.8 Screens from Lightning Lesson Explained with On-Screen Text. .
   9. Figure 6.9 Better Learning When Visuals Are Explained with Audio Narration. .
   10. Figure 6.10 Responses to Questions in Audio Narration (A) or in On-Screen Text (B). .
   11. Figure 6.11 A Temperature Graph. .
7. Chapter 7
   1. Figure 7.1 Visual Described by On-Screen Text and Narration.
   2. Figure 7.2 Graphics Explained Using Identical Text and Audio Narration.
   3. Figure 7.3 Graphics Explained Using Audio Alone.
   4. Figure 7.4 Overloading of Visual Channel with Graphics Explained by Words in Audio and Written Text. .
   5. Figure 7.5 Better Learning When Visuals Are Explained by Audio Alone. .
   6. Figure 7.6 When No Visuals Are Present, Content Can Be Presented with Text and Redundant Narration.
   7. Figure 7.7 Use of Audio and Text Callouts Can Benefit Learning.
   8. Figure 7.8 Screenshot from Narrated Video with and Without Subtitles. .
   9. Figure 7.9 Visual Explained by On-Screen Text When Audio Off Is Selected.
8. Chapter 8
   1. Figure 8.1 A Screen to Add Interest to the Excel Lesson.
   2. Figure 8.2 Extensive Text Elaborates on Spreadsheet Concepts.
   3. Figure 8.3 Lean Text and Relevant Visual Explain Spreadsheet Concepts.
   4. Figure 8.4 High and Low Interest Statements Added to a Lesson. .
   5. Figure 8.5 High Interest Statements Added to a Lesson Depress Learning .
   6. Figure 8.6 Learning Is Better When Non-Essential Text Is Excluded. .
   7. Figure 8.7 Interesting But Irrelevant-to-Learning Information Should Be Excluded.
   8. Figure 8.8 Interesting But Unrelated Graphics Added to Lightning Lesson. .
   9. Figure 8.9 Text Accompanied by a Simple Visual (Left) Led to Better Understanding of Circulation Than an Anatomically Correct Detailed Visual (Right). .
   10. Figure 8.10 Schematic Animations (Bottom) Led to Better Learning Than Video-Recorded (Top) Visuals of Mitosis. .
   11. Figure 8.11 Standard and Enhanced Graphics for the Virus Lesson. .
   12. Figure 8.12 Sounds of Explosions and Bullets Added to Narration of On-Screen Text.
   13. Figure 8.13 Learning Is Better When Sounds and Music Are Excluded. .
9. Chapter 9
   1. Figure 9.1 An Informal Approach Uses an Agent and Conversational Language.
   2. Figure 9.2 A Formal Approach Omits the Agent and Uses More Formal Language.
   3. Figure 9.3 Passive Voice Leads to a Formal Tone in the Lesson.
   4. Figure 9.4 Use of Second Person and Informal Language Lead to a Conversational Tone in the Lesson.
   5. Figure 9.5 How the Presence or Absence of Social Cues Affects Learning. .
   6. Figure 9.6 Formal Versus Informal Lesson Introductions Compared in Research Study. .
   7. Figure 9.7 Better Learning from Personalized Narration. .
   8. Figure 9.8 On-Screen Coach Used to Give Reading Comprehension Demonstrations. .
   9. Figure 9.9 Herman-the-Bug Used in Design-A-Plant Instructional Game. .
   10. Figure 9.10 Agent Stands to Left in Slideshow on Solar Cells. .
   11. Figure 9.11 The Puppy Character Plays No Instructional Role So Is Not an Agent.
10. Chapter 10
    1. Figure 10.1 Two Organizational Sequences for the Excel Lesson.
    2. Figure 10.2 Some Screens from Lightning Lesson. .
    3. Figure 10.3 Cutting and Pasting Text in Word Is a Simple Task.
    4. Figure 10.4 Constructing a Formula in Excel Is a Complex Task
    5. Figure 10.5 Adding a Continue Button Allows Learners to Progress at Their Own Rate.
    6. Figure 10.6 Pretraining Illustrates the Parts and Functions of the Virtual Classroom Interface. .
    7. Figure 10.7 Pretraining Teaches Formula Format Before Procedure. .
    8. Figure 10.8 This Lesson Applies Both Segmenting and Pretraining Principles. .
    9. Figure 10.9 Part of a Multimedia Presentation on How Brakes Work. .
    10. Figure 10.10 Pretraining on How Brakes Work. .
    11. Figure 10.11 Pretraining Version Resulted in Better Learning. .
11. Chapter 11
    1. Figure 11.1 A Narrative Game for Learning Electro-Mechanical Principles. .
    2. Figure 11.2 The Engagement Grid. .
    3. Figure 11.3 Learning from Verbal and Pictorial Summaries, Either Student-Generated or Instructor-Provided. .
    4. Figure 11.4 Proportion of Productive Inferences Generated from Three Lesson Versions. .
    5. Figure 11.5 Elements Provided for Supported Drawing. .
    6. Figure 11.6 Gain Scores for One-on-One Tutoring, Observing Tutoring, or Observing a Lecture Among University or Middle School Students. .
    7. Figure 11.7 Learning from Preparing to Teach Versus Preparing to Teach and Teaching. .
12. Chapter 12
    1. Figure 12.1 A Worked Example of a Probability Problem.
    2. Figure 12.2 A Modeled Worked Example from a Sales Lesson.
    3. Figure 12.3 Worked Example Problem Pairs Result in Faster and Better Learning.
    4. Figure 12.4 Test Scores for Easier and More Complex Problems with Examples or with Practice Exercises: Novice Learners.
    5. Figure 12.5 Fading from a Full Worked Example to a Practice Problem.
    6. Figure 12.6 A Faded Worked Probability Problem.
    7. Figure 12.7 A Self-Explanation Question Focused on First Solution Step of Probability Problem.
    8. Figure 12.8 A Self-Explanation Question Encourages Deeper Processing of the Sales Modeled Example.
    9. Figure 12.9 Different Physician Profiles Vary the Sales Context.
    10. Figure 12.11 Better Learning from Case Examples in Video or Animation Than Text or No Example.
    11. Figure 12.11 A Worked Example with Steps Presented in Text, Audio, or Text and Audio.
    12. Figure 12.12 Varied Context Worked Examples Resulted in More Correct Discrimination of Statistical Test Type.
    13. Figure 12.13 Alternative Placement of Negotiation Strategy Worked Examples in Three Lesson Versions.
    14. Figure 12.14 Best Learning from Active Comparisons of Examples.
13. Chapter 13
    1. Figure 13.1 A Jeopardy Game Design for the Pharmaceutical Sales Lesson.
    2. Figure 13.2 Practice Exercises Should Fall into Quadrant 4 of the Engagement Matrix.
    3. Figure 13.3 This Multiple-Choice Question Requires the Learner to Recognize Correct Drug Facts.
    4. Figure 13.4 This Multiple-Select Question Requires the Learner to Match Drug Features to the Appropriate Physician Profile.
    5. Figure 13.5 Better Learning from e-Learning with Practice Interactions.
    6. Figure 13.6 The Power Law of Practice: Speed Increases with Practice But at a Diminishing Rate.
    7. Figure 13.7 This Feedback Tells the Learner That the Response Is Incorrect.
    8. Figure 13.8 This Feedback Tells the Learner That the Response Is Incorrect and Provides an Explanation.
    9. Figure 13.9 Better Learning from Explanatory Feedback.
    10. Figure 13.10 Mixed Practice Leads to Poorer Practice Scores But Better Learning.
14. Chapter 14
    1. Figure 14.1 Synchronous Collaborative Learning with Chat, Audio, Whiteboard in Breakout Room.
    2. Figure 14.2 Asynchronous Collaborative Learning Using a Wiki.
    3. Figure 14.3 Asynchronous Collaborative Learning Using a Discussion Board.
    4. Figure 14.4 A Graphic Interface to Support the Group Problem-Solving Process.
    5. Figure 14.5 Collaborative Versus Solo Learning from High- and Low-Complexity Tasks.
    6. Figure 14.6 A Learning Portal with Synchronous and Asynchronous Functionality.
    7. Figure 14.7 The Menu Structure of This Collaborative Application Supports Argumentation Processes.
    8. Figure 14.8 Structured Argumentation Collaborative Learning Process.
15. Chapter 15
    1. Figure 15.1 Navigational Elements Designed for High Learner Control.
    2. Figure 15.2 A Lesson with Multiple Navigational Control Elements.
    3. Figure 15.3 High Learner Control Over Manipulation of a Mechanical Device.
    4. Figure 15.4 Default Navigation Options That Bypass Practice (Version 1) Led to Poorer Learning Than Default Options That Led to Practice (Version 2).
    5. Figure 15.5 Three Navigational Map Layouts.
16. Chapter 16
    1. Figure 16.1 Online Thinking Skills Training.
    2. Figure 16.2 A Sample Thinking Test Item.
    3. Figure 16.3 Part of an Introduction to an Online Tutorial on Argument Analysis.
    4. Figure 16.4 The Thought Bubble Displays Expert Thinking Processes.
    5. Figure 16.5 The Sales Representative Tells the Learner What to Watch for in the Video Example.
    6. Figure 16.6 A Case Problem Used in PBL.
    7. Figure 16.7 A Multimedia Interface for Automotive Troubleshooting.
    8. Figure 16.8 A Comparison of Learner with Expert Problem-Solving Actions During Automotive Troubleshooting.
    9. Figure 16.9 The Learner Moves Relevant Data into the Evidence Table in BioWorld.
    10. Figure 16.10 A Branched Scenario Design to Teach Anesthesiology.
    11. Figure 16.11 Intrinsic Feedback Given to an Incorrect Response During Automotive Troubleshooting.
17. Chapter 17
    1. Figure 17.1 Value-Added Experiment Compares Base Group to Enhanced Group on Learning Outcome.
    2. Figure 17.2 The Circuit Game.
    3. Figure 17.3 The Circuit Game with Coaching Added.
    4. Figure 17.4 The Circuit Game with Self-Explanation Questions Added.
    5. Figure 17.5 The Design-A-Plant Game.
    6. Figure 17.6 Cognitive Consequences Experiments Compare Game Group and Control Group on Cognitive Skill.
    7. Figure 17.7 Tetris Game.
    8. Figure 17.8 Media Comparison Experiment Compares Game Group and Conventional Group on Learning Outcome.
    9. Figure 17.9 Cache 17 Game.
18. Chapter 18
    1. Figure 18.1 What’s Wrong Here?
    2. Figure 18.2 What Guidelines Are Applied in This Revision of Figure 18.1?
    3. Figure 18.3 What Guidelines Are Applied in This Revision of Figure 18.1?
    4. Figure 18.4 What’s Wrong Here?
    5. Figure 18.5 What Guidelines Are Applied in This Revision of Figure 18.4?
    6. Figure 18.6 Use of Self-Explanation Question to Promote Engagement with an Example.
    7. Figure 18.7 Content Outline of Synchronous Excel Lesson.
    8. Figure 18.8 Introduction to Synchronous Excel Lesson.
    9. Figure 18.9 Guidance from Faded Worked Example and Memory Support.
    10. Figure 18.10 Work Order Triggers Automotive Troubleshooting Case.
    11. Figure 18.11 Computer Offers Technical Guidance During Troubleshooting Case.
    12. Figure 18.12 Continuing High Idle Shows That the Correct Diagnosis Was Not Selected.
    13. Figure 18.13 End of Troubleshooting Simulation Allows Student-Expert Solution Comparisons.

Guide

1. Cover
2. Table of Contents
3. Chapter