Aids to computer-based multimedia learning

By Richard E. Mayer, Roxana Moreno. 2002

844 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4ec6ebedd04e7ddc06dd38b53a84bdc3ce3c6b16

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Vision and Pattern Recognition

1. Fred Paas
2. Roxana Moreno
3. Richard E. Mayer
4. J. V. van Merriënboer
5. Izak Benbasat
6. Zhenhui (Jack) Jiang
7. John Sweller
8. Shaaron E. Ainsworth

In Developmental and Educational Psychology

1. Fred Paas
2. John Sweller
3. J. V. van Merriënboer
4. Richard E. Mayer
5. Paul A. Kirschner
6. Roxana Moreno
7. Tamara van Gog
8. Slava Kalyuga

In Experimental and Cognitive Psychology

1. Fred Paas
2. John Sweller
3. J. V. van Merriënboer
4. Richard E. Mayer
5. Roxana Moreno
6. Paul A. Kirschner
7. Tamara van Gog
8. Slava Kalyuga

Citations in the corpus

• Role of guidance, reflection, and interactivity in an agent-based multimedia game (2005, background): “…meaningfully with multimedia materials, including fostering the cognitive processes of selecting relevant information, organizing that information into coherent representations, and integrating these representations with existing knowledge (Mayer, 2001; Mayer & Moreno, 2002; Moreno & Mayer, 2002b).”
• DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “It adds to the substantial literature on cognitive load accounts of learning with MERs (e.g., Kalyuga, Chandler, & Sweller, 1999; Kirschner, 2002; Mayer & Moreno, 2002) by identifying factors that add to cognitive load in these situations.”
• Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures (2012, background): “Learning is greater when lessons aid learners in integrating information, such as when related verbal and numeric information is physically integrated in a diagram ( Mayer & Moreno, 2002 ).”
• Digital game-based learning: Towards an experiential gaming model (2005, neutral): “Mayer & Moreno, 2002”
• The Effects of Presentation Formats and Task Complexity on Online Consumers' Product Understanding (2007, background): “Based on these findings, Mayer and Moreno (1998, 2002) have contended that video-with-narration is more effective in provoking user memory and learning than video-without-narration.”
• Cognitive load theory and aging: effects of worked examples on training efficiency (2002, methodology): “For this purpose, an effective use of multimedia techniques, in which images or animations are combined with narration, such as described by Mayer and Moreno (2002) , offers great opportunities (see also Mayer & Moreno, 1998; Tindall-Ford, Chandler, & Sweller, 1997).”
• Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “With regard to media, CLT is no longer limited to straightforward instructional presentations or linear media but has found several applications in the design of multimedia systems (for an overview, see Mayer and Moreno, 2002, 2003).”
• Does animation enhance learning? A meta-analysis (2016, background): “Indeed, the definition of the term animation used in this presentwork (see 1) excludes video-based studies, as video “refers to amotion of picture depicting movement of real objects” (Mayer & Moreno, 2002, p. 88).”
• Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003, background): “But if a very high level of automaticity is desired for particular recurrent aspects, the learning tasks may not provide enough practice to reach this level because the responsible learning process, strengthening, requires large amounts of not available repetition.”