Multimedia in Learning

By A. Bork, S. Gunnarsdóttir. 2001

2,366 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/34b9a8f0715ff16a5118209530634fd4e83ee5b9

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In Education

Citations in the corpus

An Integrative Theory of Motivation, Volition, and Performance (2008, background): “There are many theories of learning, but information processing theory (Atkinson & Schiffrin, 1971; Mayer, 2001) still provides a good foundation for research in the context of learning environment design.”
What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation (2005, background): “This distinction seems to arise really when examining the results of the research compiled by Bétrancourt and Tversky (2000): the effect of animations is more stable when the lessons concern mathematics, physics (Newton laws, Baeck & Layne, 1988; Rieber, 1989, 1990, 1991) the functioning of technica”
First principles of instruction (2012, background): “Mayer (1992b, 2001) has demonstrated that gratuitous illustrations make little or no instructional contribution and are often ignored by learners or may actually interfere with efficient learning He has also demonstrated that some combinations of multimedia (e.g., text and a graphic) compete for…”
The Impact of Role Assignment on Knowledge Construction in Asynchronous Discussion Groups (2005, background): “The active processing assumption invokes three types of processes in and among working and long-term memory: selecting, organizing, and integrating information (Mayer, 2001).”
Anti-Phishing Phil: the design and evaluation of a game that teaches people not to fall for phish (2007, background): “People learn from stories because stories organize events in a meaningful framework and tend to stimulate the cognitive process of the reader [20], [25].”
Applying learning theories and instructional design models for effective instruction. (2016, background): “Multimedia theory, or learning from words (verbal) and pictures (pictorial), is based on the researched-based cognitive theory of multimedia learning (27, 28).”
Fostering knowledge construction in university students through asynchronous discussion groups (2006, methodology): “This active processing assumption invokes three types of processes: selecting, organizing, and integrating (Mayer, 2001).”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “embellished and long instruction, extraneous material competes with and consumes the learner’s limited cognitive resources and results in increased extraneous cognitive load (Mayer 2009).”
Digital support for student engagement in blended learning based on self-determination theory (2021, methodology): “In designing and developing the environment, Mayer’s multimedia learning principles and Kalyuga’s expertise reversal effect should be used as guidance for creating effective multimedia and catering to learner diversity (Chiu & Mok, 2017; Kalyuga, 2014; Mayer, 2009).”
The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia (2004, background): “, strategy use, metacognition), and structure of the system—the presence or absence of system features (for recent reviews see Dillon & Gabbard, 1998; Mayer, 2001).”
Attention Cueing as a Means to Enhance Learning from an Animation (2007, background): “…an additional way, next to cueing, to manage the perceptual complexity by controlling the pace and direction of the animation (Betrancourt, 2005), it was impossible to stop or to replay the animation, which is comparable to prior research (Mautone & Mayer, 2001; Mayer, Heiser, & Lonn, 2001).”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, methodology): “Mayer’s cognitive theory of multimedia learning (Mayer, 2001; Mayer & Moreno, 2003) is one of the most comprehensive theories about multimedia learning.”
Emotional design in multimedia learning. (2012, background): “The cognitive theory of multimedia learning describes, based on the dual channel assumption of dual coding theory (Paivio, 1986), how multimedia information is processed in separate channels for verbal and visual information (Mayer, 2001).”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “Multimedia representations may be able to convey more information than either words or pictures alone (Eilam & Poyas, 2008) and may lead to increased retention of information (Mayer, 2001).”
A Reconsideration of Cognitive Load Theory (2007, background): “Instead, the important aspects refer to the representational formats and to the perceptual as well as higher cognitive processes that occur when learners interact with these learning environments (Ainsworth and Van Labeke 2004; Mayer 2001, 2005; Schnotz 2001, 2005).”
The effects of computer games on primary school students' achievement and motivation in geography learning (2009, background): “The most frequently reported aspect of rich learning environments is the flexibility they provide to students in terms of studying at their own pace (Mayer, 2001).”
Getting the point: Tracing worked examples enhances learning (2015, background): “…should be directed to the main information of instructional materials to reduce unnecessary visual search, avoiding the waste of visuo-spatial resources (Britton, Glynn, Meyer, & Penland, 1982; de Jong, 2010; Loman & Mayer, 1983; Mautone & Mayer, 2001; Sweller, Van Merriënboer, & Paas, 1998).”
A meta-analysis of the cognitive and motivational effects of serious games (2013, background): “Modern educational theories advocate active cognitive processing as a prereq- uisite for genuine learning (Chi, de Leeuw, Chiu, & LaVancher, 1994; Mayer, 2001; Wittrock, 1974).”