Learning Science in Virtual Reality Multimedia Environments: Role of Methods and Media

By Roxana Moreno, Richard E. Mayer. 2002

417 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/0a0899ac12e3bf5aec545148a8038ceabb5f5551

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In Experimental and Cognitive Psychology

In Social Psychology

In Human-Computer Interaction

Citations in the corpus

Revising the Redundancy Principle in Multimedia Learning. (2008, methodology): “For example, in a study by Moreno and Mayer (2002b), participants viewed an animation about lightning formation.”
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, background): “Nonetheless, such an engaging environment also tempts learners to engage in hedonic activities that have an entertainment value, but are not beneficial to their learning (Moreno & Mayer, 2002; van der Heijden, 2004), and IVR adds complexity, which can distract the learner.”
Do pedagogical agents make a difference to student motivation and learning (2011, background): “…= 0.94, p = ns); No Choice = Choice (Wilks’ = 0.96, F(3,70) = 1, p = ns) Topic: car braking system (some marginal interaction effects are not reported, see Baylor & Flowerday) [29] Moreno and Mayer (2002) N = 89 2 × 3 design: modality (spoken text vs. printed text) × immersion (desktop display…”
LEARNING BY TEACHING: A NEW AGENT PARADIGM FOR EDUCATIONAL SOFTWARE (2005, background): “In addition, cognitive feedback is more effective than outcome feedback for decision-making tasks (Moreno and Mayer 2002).”
Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX] (2018, background): “…that is, immersion (Cheng, She, and Annetta 2015; Qin, Rau, and Salvendy 2009), flow (Fu, Su, and Yu 2009; Pauwels et al. 2011; Rheinberg, Vollmeyer, and Engeser 2003), and presence or telepresence (Lombard, Weinstein, and Ditton 2011; Moreno and Mayer 2002; Novak, Hoffman, and Yiu-Fai 2000).”
The Demographics, Motivations, and Derived Experiences of Users of Massively Multi-User Online Graphical Environments (2006, background): “Another line of research has explored the pedagogical uses of video games among elementary school students (Ko, 2002), high-school students (Ravenscroft & Matheson, 2002), and college students (Moreno & Mayer, 2002).”
The Effects of Presentation Formats and Task Complexity on Online Consumers' Product Understanding (2007, background): “For example, Park and Hopkins (1993)”
Role of guidance, reflection, and interactivity in an agent-based multimedia game (2005, methodology): “The retention test, problem-solving test, and program-rating sheet were identical to the ones used by Moreno and Mayer (2002a).”
Applying the science of learning: evidence-based principles for the design of multimedia instruction. (2008, background): “…who received words alone (Mayer, 1989, Experiments 1 and 2; Mayer & Anderson, 1991, Experiment 2a; Mayer & Anderson, 1992, Experiments 1 and 2; Mayer et al., 1996, Experiment 2; Mayer & Gallini, 1990, Experiments 1, 2, and 3; Moreno & Mayer, 1999, Experiment 1; Moreno & Mayer, 2002a, Experiment 1).”