Multimedia Learning: The Promise of Multimedia Learning

By Richard E. Mayer. 2001

1,690 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b4e9a8561fe0773c344c9c82f77f61052828957c

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

When auditory presentations should and should not be a component of multimedia instruction (2003, neutral): “Previous research in this domain has been completed by Jeung et al. (1997), Kalyuga et al. (1999); Mayer (1997); Mayer and Moreno (1998); Mayer (2001); Moreno and Mayer (1999); Mousavi et al. (1995) and Tindall-Ford et al. (1997).”
When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. (2005, positive): “…somewhat skeptical of the cognitive processing assumptions of the dynamic processing hypothesis because previous research has shown that attempts to increase the interest value of a lesson by adding entertaining features tend to distract learners and lead to poorer learner outcomes (Mayer, 2001).”
Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities (2009, positive): “Because of the limited capacity of the modality-specific stores in working memory, the cognitive load theory would prescribe presenting materials in both visual and textual modalities (Mayer, 2001).”
Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two‐Way Street Between Cognition and Instruction (2002, background): “…learning occurs when learners engage in active processing within the channels, including selecting relevant words and pictures, organizing them into coherent pictorial and verbal models, and integrating them with each other and appropriate prior knowledge (Mayer, 1999, 2001; Wittrock, 1989).”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, positive): “…cognitive mechanisms associated with R are not passive (e.g., von Glasersveld, 1989)—in that reasoning is an active process (e.g., Bruner, 1986; Treagust et al., 2002), characterized by students’ constant selection, organization, integration, and encoding of information (e.g., Mayer, 1997, 2003).”
The “I's” Have It: A Framework for Serious Educational Game Design (2010, methodology): “Thecore cognitive information-processing model used by Mayer (2001), Sweller, van Merrienboer, and Paas (1998), and others holds that new information is ﬁrst received by the sensory system prior to processing by short-term memory.”