Multimedia learning in an interactive self-explaining environment: What works in the design of agent

By Richard E. Mayer, J. Dow, Susan E. Mayer. 2003

398 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9ac4cdb0c7d4a3e57d96ccdfdb65ae6dc8176094

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Interactivity in Video-based Models (2007, background): “several multimedia studies (Hegarty et al. 2003; Mayer et al. 2003; Moreno et al. 2001).”
Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners (2017, methodology): “Keystone research in this ﬁ eld by Mayer and colleagues (e.g., Mayer, Dow, & Mayer, 2003; Moreno, Mayer, Spires, & Lester, 2001) has demonstrated that for university students working with physics problems, the intelligent agent was more effective when explanations to the student were in the form of…”
Students' choice of animated pedagogical agents in science learning: A test of the similarity-attraction hypothesis on gender and ethnicity (2006, background): “The present study extends the growing body of research concerning the consequences of presenting on-screen agents on multimedia learning by examining the role of students’ choice of humanlike agent representations (Craig et al., 2002; Mayer et al., 2003; Moreno et al., 2001).”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “Another study showed that students who received segmented lessons about electric motors performed better on transfer tests compared with students who received continuous lessons (Mayer, Dow, and Mayer 2003 ).”
Foundations of Game-Based Learning (2015, background): “In fact, many studies on cognitive aspects of learning with games investigate brief durations of game play in which interest, motivation, and emotion are not essential factors (Mayer & Johnson, 2010; Mayer, Dow, & Mayer, 2003; Mayer, Mau-tone, & Prothero, 2002).”
Learner Control, Cognitive Load and Instructional Animation (2007, background): “Whereas some authors have obtained positive effects for learner-controlled pacing and segmentation (Ertelt, Renkl, & Spada, 2005; Mayer & Chandler, 2001; Mayer et al., 2003), others found limitations of the pacing and segmentation effects or even a reverse effect with system-paced instruction being ”
The Effects of Presentation Formats and Task Complexity on Online Consumers' Product Understanding (2007, background): “…shown that appropriate use of multiple sensory cues in multimedia can effectively represent nonverbal information, enhance learning performance and experience, and help form mental representations of objects (Carney and Levin 2002; Mayer et al. 2003; Mayer and Gallini 1990; Moreno and Mayer 2002).”
A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load (2008, methodology): “The list of acceptable answers was generated by Mayer et al. (2003).”
Do pedagogical agents make a difference to student motivation and learning (2011, methodology): “…M = 7.95, SD = 2.27/Interactive; M = 5.72, SD = 3.18/Noninteractive →t-Test: Interactive > Noninteractive (t(35) = 2.46, p = 0.0189, effect size = 0.70) [23] Mayer et al. (2003) N = 41 interactive (control over pace) vs. noninteractive (no control over pace) Motivation: - Experiment 2b…”