Multimedia learning, 2nd ed.

By Richard E. Mayer. 2009

1,433 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9a73ffe8eb841431857b39921299f2d93de5ddc2

Citations in the corpus

• Adding immersive virtual reality to a science lab simulation causes more presence but less learning (2017, unknown): “Based on this, it is possible that the redundancy principle from the CTML applies di ff er-ently across di ff erent media, such that the redundancy principle might apply di ff erently with immersive vs. low-immersive VR.”
• Handbook of Research on Learning and Instruction (2011, unknown): “Wulf et al. (2002; Wulf & Su, 2007) also have provided evidence that effect-related feedback is effective when learning both open (skiing) and closed skills (golf).”
• Four Ways of Considering Emotion in Cognitive Load Theory (2019, unknown): “…neuroscience, but also supported by developments in theories related to CLT: Cognitive Load Theory, which in its traditional form represents a capacity model of learning, is often accompanied by processing models such as the Cognitive Theory of Multimedia Learning (CTML, Mayer 2005, 2009).”
• Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD (2014, unknown): “Triarchic model of cognitive load (DeLeeuw & Mayer, 2008) Research-based instructional design principles (Mayer, 2009) Brief description of Mayer’s (2008, 2009) instructional design principles”
• Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load (2020, unknown): “For an overview, see Mayer (2005b, 2009).”
• Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls (2018, unknown): “Designing to mitigate the effects of content difficulty and user’s physical interactions requires a multidisciplinary approach, previous research has been published on multimedia design with 2D content (Sweller et al., 1998; Mayer, 2009).”
• The learning benefits of teaching: A retrieval practice hypothesis (2018, unknown): “3The analyses were carried out the same way as did Johnson and Mayer (2009).”
• Emotional design in multimedia learning: Effects of shape and color on affect and learning (2014, unknown): “In particular, the results of our studies contribute to the Cognitive Affective Theory of Learning with Media (CATLM), proposed by Moreno and Mayer (2007), which incorporates motivational and metacognitive factors as mediators of multimedia learning.”
• Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, unknown): “…(e.g., Pekrun, 2006; Renninger & Hidi, 2016; Schiefele, 2009), cognitive theories, such as the Cognitive Theory of Multimedia Learning (CTML; Mayer, 2009, 2014), the Embodied Cognition framework (Wilson, 2002), and Generative Learning Theory (Fiorella & Mayer, 2015, 2016; Wittrock, 1974,…”
• A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, unknown): “In this regard, Mayer (2003) maintains that the seductive detail principle is synonymous with the coherence principle in the CTML (Mayer, 2009).”
• Thirty years of research on online learning (2018, unknown): “Later reviews contained all except one method for fostering generative processing (Mayer, 2005, 2009), and the most recent review contained all of them (Mayer, 2014b).”
• A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, unknown): “For instance, the cognitive theory of multimedia learning (Mayer 2009) and cognitive load theory (Sweller et al. 2011) suggest that immersive VEs could foster generative processing by providing a more realistic experience (Slater and Wilbur 1997).”