Using multimedia for e-learning

By Richard E. Mayer. Journal of Computer Assisted Learning, 2017

650 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6135d28c5b22d2a626e1a09fe3da826bbea23102

How researchers see this paper

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

In Developmental and Educational Psychology

1. Fred Paas
2. Paul Ayres
3. Matthew L. Bernacki
4. Magnus K. Omdahl
5. Oliver A. Meyer
6. Juan Cristobal Castro-Alonso
7. Rachel Min Wong
8. Helen Crompton

In Education

1. Paul Ayres
2. Fred Paas
3. Juan Cristobal Castro-Alonso
4. Magnus K. Omdahl
5. Rachel Min Wong
6. Oliver A. Meyer
7. Helen Crompton
8. Jeffrey Alan Greene

In Experimental and Cognitive Psychology

1. Fred Paas
2. Paul Ayres
3. Magnus K. Omdahl
4. Oliver A. Meyer
5. Olusola O. Adesope
6. Tamara van Gog
7. Juan Cristobal Castro-Alonso
8. Rachel Min Wong

Citations in the corpus

• Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment (2019, methodology): “This is inconsistent with most literature (Mayer, 2017); however, some previous studies have reported no e ff ect of pre-training (Mayer & Pilegard, 2014), ascribing it to boundary conditions where pre-training might not be an e ff ective tool.”
• Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis (2019, methodology): “Following the research agenda proposed by Mayer (2017), which called for the need to improve the methodological rigor of educational multimedia research, we investigated three variables that sometimes lack in dynamic versus static comparisons.”
• Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, background): “Much of this work has been conducted with technology via studies of computer-supported collaborative learning (CSCL; Järvelä & Hadwin, 2013; Kreijns, Kirschner, & Vermeulen, 2013), involving both synchronous and asynchronous interactions mediated by technology (e.g., chat rooms, shared documents, gr”
• Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study (2020, background): “For example, a common criticism of multimedia learning research is that treatment interventions are too short to represent ecologically valid educational contexts (Mayer and Estrella 2014; Mayer 2017).”