Animation as an Aid to Multimedia Learning

By Richard E. Mayer, Roxana Moreno. 2002

902 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/42ab50234d37200eb984279de18491875d6668ad

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster‐Randomized Trial (2011, background): “Further support comes from Mayer and his colleagues (Mayer, 2001; Mayer & Moreno, 2002), who have demonstrated in a series of studies that the addition of moving images, diagrams, and pictures allows for better retention than information held in only one memory system.”
A case study of Augmented Reality simulation system application in a chemistry course (2014, background): “In Mayer’s multimedia learning theories research, he presented seven principles to involve animation in multimedia learning, the ﬁrst principle is that students learn deeply from narration and animation than narration alone (Mayer & Moreno, 2002).”
Edutainment: is learning at risk? (2003, background): “Mayer and Moreno (2002) also emphasize the importance of active cognitive processing of visuo-spatial adjuncts requiring appropriate processing strategies.”
Attention Cueing as a Means to Enhance Learning from an Animation (2007, background): “Both educational practitioners and instructional designers often assume that animations have important advantages over static graphics, especially in providing motion and trajectory information (Mayer & Moreno, 2002; Rieber, 1990), making them a popular instructional tool.”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, methodology): “We concur with the notion that research should focus on identifying the conditions under which dynamic visualizations might indeed promote learning (Hegarty, 2004; Mayer & Moreno, 2002; Tversky et al., 2002).”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “Empirical research demonstrates that learners not only prefer instructional video over text, but are also more likely to gain a deeper conceptual understanding of the content from the video than from words alone (Mayer 2002 , 2003 ; Mayer and Moreno 2002 ).”
Interrogation of a dynamic visualization during learning (2004, background): “While this is beginning to change as a result of recent empirical work (e.g. Mayer & Moreno, 2002), a far greater understanding of the processes that learners use when studying animated information is needed as a foundation for principled design.”