Engaging students in active learning: The case for personalized multimedia messages.

By Roxana Moreno, Richard E. Mayer. 2000

417 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/12cbf64dc6f1b29cd9f33d3230c05cfdeff100cc

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Interactive Multimodal Learning Environments (2007, methodology): “…redundancy principles (Moreno and Mayer 1999a, 2002a, b); explanations should be presented using a conversational style — personalization principle (Moreno and Mayer 2000a, 2004); verbal and non-verbal information need to be synchronized in time and space — temporal contiguity and spatial…”
Applying the science of learning: evidence-based principles for the design of multimedia instruction. (2008, background): “…lesson (Harp & Mayer, 1997, Experiment 1; Harp & Mayer, 1998, Experiments 1, 2, 3, and 4; Mayer, Bove, Bryman, Mars, & Tapangco, 1996, Experiments 1 and 2; Mayer, Heiser, & Lonn, 2001, Experiment 3; Mayer & Jackson, 2005, Experiments 1a, 1b, and 2; Moreno & Mayer, 2000a, Experiments 1 and 2).”
Handbook of Research on Learning and Instruction (2011, background): “The situated nature of the catchable passing task enhances learners’ understandings not only of how to perform a throw and a catch, but also when and where to pass, increasing students’ opportunities for success in complex game situations (Rink, 2014).”
The instructor’s face in video instruction: Evidence from two large-scale field studies. (2015, methodology): “…for this positive effect on learning, for example, as a result of changing text or narration from formal to conversational style (Kartal, 2010; Moreno & Mayer, 2000), using a human voice rather than a computer-generated voice (Atkinson, Mayer, & Merrill , 2005; Mayer, Sobko, & Mautone, 2003),…”
Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback (2005, methodology): “Apparently, the beneficial effects of interactivity in a multimedia science lesson are less dependent on the behavioral interaction required during a computer lesson than on the mental interaction needed to actively involve the learner in the process of understanding ( Moreno & Mayer, 2000b ).”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “Although some authors have already adopted this perspective to examine the potential benefits of personalization (Moreno & Mayer, 2000; Moreno & Mayer, 2004), competition (DeLeeuw & Mayer, 2011), and self-explanation (Johnson & Mayer, 2010), to our knowledge, no one has so far subjected the games’…”
Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia (2004, background): “Examples of agent-based methods that have been shown to promote learning in the past are: to present explanations in the form of speech rather than text (Moreno and Mayer 1999; Moreno et al. 2001); to design personalized rather than non-personalized agent communications with the learner ( Moreno and”
A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style. (2004, background): “…available for deep cognitive processing during learning, and (b) to increase the learner’s interest (Harp & Mayer, 1998; Mayer, Sobko, & Mautone, 2003; Moreno & Mayer, 2000; Renninger, Hidi, & Krapp, 1992), thus causing the learner to use the available capacity for deep processing during learning.”
Learning Science in Immersive Virtual Reality (2018, background): “The coherence principle states that people learn better when extraneous words (Mayer, Bove, Bryman, Mars, & Tapangco, 1996; Mayer & Jackson, 2005), sounds (Moreno & Mayer, 2000), and pictures (Harp & Mayer, 1997, 1998; Mayer, Heiser, & Lonn, 2001) are excluded rather than included.”
E-Learning in Organizations (2005, methodology): “The personalization principle is backed by research, such as that of Moreno and Mayer (2000) and Moreno et al. (2001).”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, background): “Moreover, Moreno and Mayer (2000) compared the effect of personalized and neutral explanations on students’ learning in a multimedia game.”