Signaling as a Cognitive Guide in Multimedia Learning

By Patricia D. Mautone, Richard E. Mayer. 2001

451 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/3b6c3774f9cd9a843f9260d62fde7630c3d102d4

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In Artificial Intelligence

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

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).”
The instructor’s face in video instruction: Evidence from two large-scale field studies. (2015, methodology): “Highlighting relevant material to direct visual attention is a technique called signaling and traditionally leverages typography, color, and the insertion of arrows (Mautone & Mayer, 2001; Mayer & Moreno, 2003).”
Augmented reality in education: a meta-review and cross-media analysis (2014, background): “Mautone & Mayer [46] indicate that educational instruction can use both speech tone and visual indicators to highlight important pieces of information in a 2-dimensional animation, and such cases lead to enhanced student learning.”
Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two‐Way Street Between Cognition and Instruction (2002, background): “In the one study in which we tested this issue, students who received a signaled presentation on how airplanes achieve lift performed better on a transfer test than did students who received a nonsignaled version (Mautone and Mayer, 2001, experiment 3).”
What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation (2005, result): “It is what suggests two relatively recent researches realized with adults by Mautone and Mayer (2001) .”
Attention Cueing as a Means to Enhance Learning from an Animation (2007, background): “So, cues are intended to guide the learners’ cognitive processing but are not intended to provide new information (Mautone & Mayer, 2001).”
Applying the science of learning: evidence-based principles for the design of multimedia instruction. (2008, background): “…and paper-based lessons on lightning and biology, learners who received signaled lessons performed better on transfer tests than students who received nonsignaled lessons (Harp & Mayer, 1998, Experiment 3a; Mautone & Mayer, 2001, Experiments 3a and 3b; Stull & Mayer, 2007, Experiments 1, 2, and 3).”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “In signalled multimedia presentations, learners can build a mental outline of the presentation, which improves both the retention and transfer of knowledge (Mautone and Mayer 2001 ).”
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, methodology): “In addition, emphasizing the causal links in a description of a causal system with relational cues (e.g., “because of this…”) fosters the integration of information as indexed by improvements on transfer tasks (Loman and Mayer 1983; Mayer et al. 1984; Mautone and Mayer 2001).”