A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages.

By Roxana Moreno, Richard E. Mayer. 2000

547 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/baff8b85ffd0e295256040cde158518abc3a810b

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Citations in the corpus

Applying the science of learning: evidence-based principles for the design of multimedia instruction. (2008, background): “…lesson (Harp & Mayer, 1997, Experiment 1; Harp & Mayer, 1998, Experiments 1, 2, 3, and 4; Mayer, Bove, Bryman, Mars, & Tapangco, 1996, Experiments 1 and 2; Mayer, Heiser, & Lonn, 2001, Experiment 3; Mayer & Jackson, 2005, Experiments 1a, 1b, and 2; Moreno & Mayer, 2000a, Experiments 1 and 2).”
Effectiveness of PowerPoint presentations in lectures (2003, background): “Other literature supports this hypothesis (Mayer, 2001; Moreno & Mayer, 2000; Reiber, 1996).”
Adding immersive virtual reality to a science lab simulation causes more presence but less learning (2017, background): “They argue that this shows that adding what they refer to as “ bells and whistles ” can hurt the sense-making process in the same way as redundant on-screen text can (Moreno & Mayer, 2000).”
Interactive Multimodal Learning Environments (2007, background): “…redundancy principles (Moreno and Mayer 1999a, 2002a, b); explanations should be presented using a conversational style — personalization principle (Moreno and Mayer 2000a, 2004); verbal and non-verbal information need to be synchronized in time and space — temporal contiguity and spatial…”
Emotional design in multimedia learning. (2012, result): “This hypothesis is consistent with the coherence effect, which suggests that adding unimportant but interesting elements to expository texts impedes the learning of the main points in the text (Harp & Mayer, 1997, 1998; Mayer, 2005; Moreno & Mayer, 2000).”
An embodied agent helps anxious students in mathematics learning (2017, background): “Educational Technology Research and Development, Online First. doi:10.1007/s11423-016-9476-z Kim, 2013; Kim & Lim, 2013; Kim & Wei, 2011; Moreno & Mayer, 2000).”
A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, background): “Most of the studies did not test prior knowledge but used self-assessment scores to assure that only novices participated in the experiments (e.g., Harp & Mayer, 1997, 1998; Mayer et al., 1996, 2008; Moreno & Mayer, 2000, 2002; Sanchez & Wiley, 2006).”
Learning Science in Immersive Virtual Reality (2018, background): “The coherence principle states that people learn better when extraneous words (Mayer, Bove, Bryman, Mars, & Tapangco, 1996; Mayer & Jackson, 2005), sounds (Moreno & Mayer, 2000), and pictures (Harp & Mayer, 1997, 1998; Mayer, Heiser, & Lonn, 2001) are excluded rather than included.”
Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy (2002, methodology): “The spatial–contiguity effect refers to learning enhancements that are achieved when printed text and pictures are physically integrated (Mayer, 1997; Moreno & Mayer, 1999, 2000), rather than spatially separated.”
Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities (2003, background): “…research has identified conditions under which multimedia instruction can be effective (Mayer, 1997, 2001; Mayer & Moreno, 1998; Mayer & Sims, 1994; Moreno & Mayer, 1999, 2000; Plass, Chun, Mayer, & Leutner, 1998), informing the development of Mayer’s (1997, 2001) generative theory of multimedia…”
Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003, background): “…of five studies carried out in our laboratory at UCSB, students performed better on problem-solving transfer tests after receiving a concise narrated animation than an embellished narrated animation (Mayer, Heiser, & Lonn, 2001, Experiments 1, 3, and 4; Moreno & Mayer, 2000, Experiments 1 and 2).”
The Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact With Animated Pedagogical Agents? (2001, background): “In short, animated pedagogical agents may serve as entertaining but irrelevant features of the lesson that interfere with the student’s ability to make sense of what is presented (Harp & Mayer, 1998; Moreno & Mayer, 2000 ).”