E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning

By DavidRichard Moore. 2006

2,120 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5db838e65a883aa6b8182a2f2186840d2d5efb33

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “The redundancy principle states that when identical information is presented in multiple forms, learning can be negatively affected (Clark & Mayer, 2011).”
Do pedagogical agents make a difference to student motivation and learning (2011, background): “The image of a pedagogical agent however can either be presented as static or as animated picture (Clark & Mayer, 2002).”
Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004. (2007, background): “, Cooper and Sweller (1987); Kirshner, Sweller, and Clark (2006); Renkl (1997). 24 For example, see Ward and Sweller (1990).”
E-Learning in Organizations (2005, background): “Clark and Mayer (2003) recommended that organizations choose which type of collaborative tool to use depending on the concurrency of the learner population (i.e., the size of the learner population during a specified time period).”
Design-Based Research Within the Constraints of Practice: AlgebraByExample (2015, methodology): “Positive effects of interleaving worked examples have been reported in a variety of courses (Clark & Mayer, 2003), including algebra (Sweller & Cooper, 1985).”
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2008, background): “Nonetheless, it is also possible that new problems are generated when multiple components are not well integrated into the overall course design (Clark & Mayer, 2002; Parkinson, Greene, Kim, & Marioni, 2003).”
Getting users to pay attention to anti-phishing education: evaluation of retention and transfer (2007, neutral): “Th e principle recommends using “I,” “we,” “me,” “my,” “you,” and “your” in the instructional materials to enhance learning [5, 16].”
Protecting people from phishing: the design and evaluation of an embedded training email system (2007, background): “Comic strip stories are a highly approachable medium [6], so we decided to test the effectiveness of a comic strip ap roach to anti-phishing training.”
Teaching Johnny not to fall for phish (2010, background): “Education researchers believe that training is most effective when training materials incorporate real-world context [Anderson and Simon 1996; Clark and Mayer 2002].”
Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices (2017, background): “Clark and Mayer (2008) note that the benefits gained from the use of new technologies will depend on the extent to which they are used in ways compatible with the learning process.”
Measuring Readiness for e-Learning: Reflections from an Emerging Country (2005, background): “In addition to the benefits of implementing e-learning, experts such as Anderson (2002), Bean (2003), Chapnick (2000), Clark and Mayer (2003), Gold et al. (2001) warn managers to be careful in the process of adopting elearning for their organizations.”
An investigation of mobile learning readiness in higher education based on the theory of planned behavior (2012, methodology): “Mobile learning is a specific type of learning model using mobile technology (Naismith, Lonsdale, Vavoula, & Sharples, 2004; Yuen & Yuen, 2008), while e-learning is learning experiences to support individual learning with various types of computer technologies (Clark & Mayer, 2008; Horton, 2006).”
An Empirical Analysis of the Antecedents and Performance Consequences of Using the Moodle Platform (2013, background): “Many researchers pointed out that learning through digital learning platform is helpful for students learning [1], [2].”
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007, result): “This interpretation is similar to the " extraneous cognitive load " explanation provided by others (Clark & Mayer, 2003; Paas & Van Merrienboer, 1994; Sweller, 1988).”