During the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized in a handbook. The Cambridge Handbook of Multimedia Learning constitutes the world's first handbook devoted to comprehensive coverage of research and theory in the field of multimedia learning. For purposes of the Handbook, multimedia learning is defined as learning from words (e.g., spoken or printed text) and pictures (e.g., illustrations, photos, maps, graphs, animation, or video). The focus of the Handbook is on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation games, virtual reality, and computer-supported in-class presentations. Overall, the Handbook seeks to establish what works (i.e., to determine which features of a multimedia lesson affect learning), to explain how it works (i.e., to ground research in cognitive theory), and to consider when and where it works (i.e., to explore the implications of research for practice).

What distinguishes this book from edited books on distance learning or Web-based instruction is our commitment to taking a scientific, evidence-based approach. My goal as editor is to provide a comprehensive and focused overview of the state of scientific research on multimedia learning. Each chapter is based on empirical research and grounded in cognitive theory, rather than offering unsubstantiated recommendations, describing best practices, or summarizing software development accomplishments.