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Journal of Educational Multimedia and Hypermedia

April 2015 Volume 24, Number 2


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Revisiting the Seductive Details Effect in Multimedia Learning: Context-dependency of Seductive Details

    Devrim Ozdemir, Des Moines University, United States; Peter Doolittle, Virginia Polytechnic Institute and State University, United States

    The purpose of this study was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Seductive details were interesting... More

    pp. 101-119

  2. Universal Design for Learning and Multimedia Technology: Supporting Culturally and Linguistically Diverse Students

    Kavita Rao, University of Hawaii at Manoa, United States

    ** Invited as a paper from EdMedia 2014 ** Universal Design for Learning (UDL) is a framework for designing instruction to address the needs of a range of learners. The UDL guidelines define... More

    pp. 121-137

  3. Enhancing Children’s Outdoor Learning Experiences with a Mobile Application

    Jenni Rikala, University of Jyväskylä, Finland

    ** Invited as a paper from EdMedia 2014 ** This paper examines how a mobile learning application can enhance children’s outdoor learning experiences. The study draws upon empirical evidence... More

    pp. 139-159

  4. Does Combining the Embodiment and Personalization Principles of Multimedia Learning Affect Learning the Culture of a Foreign Language?

    Yanlin Wang & Steven M. Crooks, Texas Tech University, United States

    The purpose of this study was to investigate how social cues associated with the personalization and embodiment principles in multimedia learning affect the learning and attitude of students... More

    pp. 161-177

  5. A Pedagogical Framework for Technology Integration in ESL Classrooms:The Promises and Challenges of Integration

    Sha Yang & Victoria Walker, Purdue University, United States

    Technologies have the potential to support language teaching and learning, but English as a Second Language (ESL) teachers in the United States (U.S.) either sparingly use technologies for... More

    pp. 179-203