Interactive Multimodal Learning Environments

By Roxana Moreno, Richard E. Mayer. 2007

1,550 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/7dca0cf429291117f5f5d494defff1190481d972

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter (2018, result): “Overall, these findings are in line with the cognitiveaffective theory of multimedia learning (e.g., Moreno, 2005, 2006; Moreno & Mayer, 2007), which holds that cognitive, motivational, and affective factors influence the information that people attend to and process in working memory.”
Misconceived Causal Explanations for Emergent Processes (2012, background): “…agree with others that attention guidance is helpful to students for learning from animations in general (de Koning, Tabbers, Rikers, & Paas, 2009; Moreno & Mayer, 2007), but we believe that it is particularly crucial for dynamic simulations of emergent processes since students must be scaffolded…”
Adding immersive virtual reality to a science lab simulation causes more presence but less learning (2017, methodology): “The redundancy principle has previously been investigated in VR contexts (Moreno & Mayer, 2007).”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “…of DGBL The benefits of DGBL, in terms of motivation and engagement, are often attributed to its entertainment aspect (Annetta, Minogue, Holmes, & Cheng, 2009; Hays, 2005; Lee & Peng, 2006; Lieberman, 2006; Moreno & Mayer, 2007; Rieber, 2005; Tobias & Fletcher, 2007; Tobias & Fletcher, 2008).”
Thirty years of research on online learning (2018, background): “Concerning affect, Moreno and Mayer (2007) improve their learning with multimedia lessons (Huang & Mayer, 2016; Mayer, 2014c).”
Reading Into the Future: Competence for the 21st Century (2012, background): “…presentation (computer vs. print; Pang & Kamil, 2002), the tasks assigned (McCrudden et al., 2010), peer involvement (Wigfield et al., 2008), or the character of the texts themselves (e.g., inclusion of multiple media; Moreno & Mayer, 2007) must be considered when describing reading performance.”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, background): “The Cognitive-Affective Theory of Learning with Media (CATLM) integrates cognitive and affective aspects of learning with respect to multimedia research (Moreno, 2006; Moreno & Mayer, 2007).”