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в форме накопленных знаний по определённому алгоритму. Однако, прежде, чем память попадет в долгосрочную, она обрабатывается в кратковременной (рабочей) памяти. Понимание данных процессов позволит существенно увеличить отдачу от получаемой информации на занятиях.
This paper discusses the question of multimedia learning, representation and the fundamental conceptual ideas scientists who have studied these issues. According to the study, it was revealed that the learning process is based on the nature and quality of information. For example, information may be presented as a flow of information in both audio and the text format. Our brain's ability to process information - is a multi-step process that includes understanding, attention, selection and integration of the information obtained. At the heart of the process is long-term memory, which forms clusters in the form of accumulated knowledge on a particular algorithm. However , before the memory gets a long-term , it is processed in the short-term (working) memory. Understanding these processes will significantly increase the return on information obtained in the classroom.
Ключевые слова: multimedia learning, information memory, brain, process information.
Keywords: multimedia learning, information memory, brain, process information.
Multimedia learning occurs when students build mental representations from words and pictures that are presented to them (e.g., printed text and illustrations or narration and animation). The promise of multimedia learning is that students can learn more deeply from well-designed multimedia messages consisting of words and pictures than from more traditional modes of communication involving words alone. This article explores a program of research aimed at determining (a) research-based principles for the design of multimedia explanations—which can be called methods [1].
A student sits at her desk and listens to a teacher giving a scientific explanation, such as how a bicycle tire pump works. For example, the teacher says: "When the handle is pulled up, the piston moves up, the inlet valve opens, the outlet valve closes, and air enters the cylinder. When the handle is pushed down, the piston moves down, the inlet valve closes, the outlet valves open, and air moves out through the hose". Alternatively, a student sits at her desk, opens her book, and reads a passage, such as the explanation of how a bicycle tire pump works. These are single-medium presentations that involve only one way of presenting information—words [2].
What's wrong with this verbal-only method of instruction? On the positive side, verbal modes of instruction have a long history in education and words are clearly the dominant vehicle for delivering information in schools. In addition, the lecture and the textbook passage clearly present the key information describing how the pump works. On the negative side, however, verbal modes of instruction are sometimes based on an inadequate conception of how students learn—which can be called the information delivery view. According to this view learning involves adding new information
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