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Fostering Transfer in Multimedia Instructional Environments

Fostering Transfer in Multimedia Instructional Environments
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Author(s): Gina J. Mariano (Virginia Tech, USA)
Copyright: 2009
Pages: 23
Source title: Cognitive Effects of Multimedia Learning
Source Author(s)/Editor(s): Robert Z. Zheng (University of Utah, USA)
DOI: 10.4018/978-1-60566-158-2.ch013

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Abstract

The role and promotion of transfer in multimedia instructional environments is an oft-neglected concept in instructional multimedia research. However, while most instructional multimedia research does not focus specifically on transfer, the majority of basic multimedia research conducted uses retention and transfer as dependent measures. The purposes of this chapter are to (a) provide a review of the current state of the transfer literature, (b) provide a synthesis of the existing literature on the evidence for transfer in multimedia instructional environments, and (c) provide a series of strategies for constructing and using multimedia for the purpose of fostering transfer. The significance of proactively creating multimedia instructional environments that fosters transfer lies in the benefits of creating knowledge that may be generalized and applied in the “real world.” Specifically, knowledge that may be generalized, applied, or transferred broadly facilitates the learner’s ability to solve problems of all types. In addition and unfortunately, even under the best of conditions, fostering transfer is challenging; thus, a proactive stance in fostering transfer is necessary to increase the likelihood of generating knowledge transfer.

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