Applying the science of learning: evidence-based principles for the design of multimedia instruction.

By Richard E. Mayer. American Psychologist, 2008

801 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/88dfd12082840816a23ad4d6b15e0566b9f60647

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In Education

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “However, finding a single valid measure of cognitive load continues to be a challenge for educational psychologists (DeLeeuw and Mayer 2008).”
Enhancing attention and memory during video-recorded lectures. (2015, background): “More generally, exploring questions regarding the construction of lecture slides for multimedia presentation and their impact on attention and learning will also be informative (for a recent review, see Mayer, 2008).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “, & Mayer, R. E. (1997). The role of interest n learning from”
Multimedia tools in the teaching and learning processes: A systematic review (2020, background): “It has been demonstrated, by research on using multimedia for learning, that there are more positive results observed in learners who combine picture and words than those who use words only (Chen and Liu, 2008; Mayer, 2008).”
Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content (2016, background): “…rather than formal language during multimedia instruction has been shown to have a large effect on students’ learning, perhaps because a conversational style encourages students to develop a sense of social partnership with the narrator that leads to greater engagement and effort (Mayer, 2008).”
Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter (2018, background): “Much of the existing research on visual representations focuses on student learning (e.g., Mayer, 2008).”
Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD (2014, background): “Specifically, this theory and 12 accompanying instructional design principles provide a framework for designing instruction that meets explicit standards for maximizing a user’s essential cognitive processes, while limiting extraneous cognitive load (DeLeeuw & Mayer, 2008).”