Principles for managing essential processing in multimedia learning: Segmenting, pre-training, and modality principles.

By Richard E. Mayer, Celeste Pilegard. 2005

384 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a5eb6a77d5b861a143138ad4ec64620d750c4264

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The impact of augmented reality on cognitive load and performance: A systematic review (2021, methodology): “Second, manage essential processing to not overload working memory capacities through the segmenting or pre-training principle (Mayer & Pilegard, 2014).”
Learning Science in Immersive Virtual Reality (2018, background): “…an instruction goal (Mayer & Fiorella, 2014), manage essential processing, which is necessary for holding and manipulating incoming information in working memory (Mayer & Pilegard, 2014), and foster generative processing, which is needed for a deeper understanding of the information (Mayer, 2014c).”
Impact of Multimedia-aided Teaching on Students' Academic Achievement and Attitude at Elementary Level (2015, background): “It is a presentation consisting of words, sound, and pictures that is designed for meaningful learning (Mayer, 2005a; 2005b; 2005c).”
A Systematic Review of Pedagogical Agents’ Persona, Motivation, and Cognitive Load Implications for Learners (2014, background): “…reviews of pedagogical agent studies; however, most were limited by small sample sizes (Clarebout, Elen, Lewis Johnson, & Shaw, 2002; Kim & Ryu, 2003; Mayer, 2005a; Moreno, 2005) or did not consider affective outcomes (Mayer, 2005a; Moreno, 2005; Schroeder, Adesope, & Barouch Gilbert, 2012).”
Keep it Coherent: A Meta-Analysis of the Seductive Details Effect (2020, methodology): “First, to investigate the influence of segmenting (Mayer and Pilegard 2014), we coded for (i) whether the material allowed learner pacing and (ii) whether the Table 1 Summary of theoretically grounded variables Theoretical concept/principle Brief summary of concept Proxy variable used in this…”
Interactive Multimodal Learning Environments (2007, methodology): “Finally, in the fourth study (Moreno and Mayer 2005) we found that students who learned with EF produced higher transfer scores (effect sizes of d =.75 and 1.87, for close and far transfer, respectively), gave fewer wrong answers during learning (effect size d =.94), and showed a greater reduction…”