Nine Ways to Reduce Cognitive Load in Multimedia Learning

By Richard E. Mayer, Roxana Moreno. 2003

4,060 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9da539612c978e00ff8502d6a7e6e5074bf084f6

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2016, background): “In addition, Mayer and Moreno (2003, 2010) suggest that other tactics for reducing cognitive load may include pretraining students for information they are about to learn, reducing superfluous material, and presenting visual and aural information simultaneously as opposed to successively.”
In-class multitasking and academic performance (2012, background): “Cognitive overload occurs when processing demands evoked by a learning task exceed the processing capacity of the cognitive system (Mayer & Moreno, 2003).”
Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning (2006, background): “For instance, Mayer and Moreno (2003) discuss studies that show better transfer test performance when students first had to study which components make up a system, and only then how the system works.”
Interactivity in Video-based Models (2007, background): “According to Mayer and Moreno (2003) signaling or cueing is the provision of cues to the learner on how to select and organize the instructional material.”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, methodology): “According to Mayer and Moreno (2003), signaling is the provision of cues to the learner regarding how to select and organize the instructional material (see also Mayer, 2005b).”
Getting the point: Tracing worked examples enhances learning (2015, background): “In doing so, novice students—especially those with lower levels of knowledge—will learn more effectively with the needed prior knowledge built beforehand (Clarke, Ayres, & Sweller, 2005; Mayer, Mathias, & Wetzell, 2002; Mayer & Moreno, 2003).”
Problematic Use of Social Networking Sites: Antecedents and Consequence from a Dual-System Theory Perspective (2016, positive): “Drawing on cognitive load theory [68], Mayer and Moreno [54] explain that use of multimedia in class can simply overload students ’ limited working memory, which can reduce deep learning.”
Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis? (2012, background): “…dynamic visualizations rapidly present complex information about abstract scientific concepts, they may confuse students or distract students from focusing on relevant information (Lewalter, 2003; Lowe, 2003; Mayer & Gallini, 1990; Mayer & Moreno, 2003; Pass, Renkl, & Sweller, 2003; Rieber, 1989).”
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “With regard to media, CLT is no longer limited to straightforward instructional presentations or linear media but has found several applications in the design of multimedia systems (for an overview, see Mayer and Moreno, 2002, 2003).”
Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011, background): “cognitive load that had been previously introduced into CLT were first discussed by Mayer and Moreno (2003) .”
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “Several researchers have argued that learning from animations may be enhanced if learners’ attention is guided to essential information in an animation (Bétrancourt 2005; Mayer and Moreno 2003; Lowe 1999).”