|
|
|
||
Last update: Mgr. Petr Svoboda (30.08.2023)
|
|
||
Last update: Mgr. Petr Svoboda (30.08.2023)
MAYER, Richard E. Multimedia learning. 2nd ed. New York, Cambridge University Press. 2009. WOUTERS, Pieter; VAN NIMWEGEN, Christof; VAN OOSTENDORP, Herre; VAN DER SPEK, Erik D. A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology. 2013, 105.2: 249-265. CLARK, Richard E. Learning from media: Arguments, analysis, and evidence. 2nd ed. Charlotte, North Carolina: Information Age Pub. 2012. CUBAN, Larry. Teachers and machines: the classroom use of technology since 1920. New York: Teachers College Press. 1986. DECI, Edward L.; M. RYAN, Richard. Intrinsic motivation and self-determination in human behavior. Plenum Press. 1985. MAYER, Richard E. Computer games for learning: An evidence-based approach. Cambridge, Massachusetts, The MIT Press. 2014. MAYER, Richard E., ed. The Cambridge handbook of multimedia learning. 2nd ed. New York, Cambridge University Press. 2014. PLASS, Jan L.; KAPLAN, Ulas. Emotional Design in Digital Media for Learning. Emotions, Technology, Design, and Learning. 2016: 131-161 |
|
||
Last update: Mgr. Petr Svoboda (30.08.2023)
The student: - will write a simple grant application (about 5 standard pages) concerning multimedia education (40% of the evaluation) - will actively participate in seminars (once in 14 days) (30% of the assessment) - carries out several reviews of his / her colleagues' grant applications (20% of the assessment) - participates in the role of proband in one offered experiment in the field of multimedia education (10% of the evaluation) |