Personalized messages that promote science learning in virtual environments

By Roxana Moreno, Richard E. Mayer. 2004

372 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/c15254ae3b89aa16c078194223588208d98c78e9

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In Experimental and Cognitive Psychology

In Social Psychology

In Human-Computer Interaction

Citations in the corpus

Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “Although some authors have already adopted this perspective to examine the potential benefits of personalization (Moreno & Mayer, 2000; Moreno & Mayer, 2004), competition (DeLeeuw & Mayer, 2011), and self-explanation (Johnson & Mayer, 2010), to our knowledge, no one has so far subjected the games’…”
The advisor robot: tracing people's mental model from a robot's physical attributes (2006, background): “Moreno’s research indicates that the personalization of an agent’s dialogue has considerable impact [26].”
The politeness effect: Pedagogical agents and learning outcomes (2008, background): “Mayer et al., 2004; Mayer et al., 2003; Moreno and Mayer, 2000, 2004 ) indicated that the agent’s”
Interactive Multimodal Learning Environments (2007, methodology): “…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…”
The learning effects of computer simulations in science education (2012, background): “As already discussed in subsection 3.2.2, Moreno and Mayer (2004) found that manner of address had a signi ﬁ cant in ﬂ uence on learning, with a conversational style leading to deeper learning compared to a formal style.”
Learning Science in Immersive Virtual Reality (2018, methodology): “…desktop VR in 2D was more effective than identical instruction with desktop VR in 3D, presumably because the perceptual realism in the 3D environment created more extraneous cognitive load that distracted the learners from the essential content (Moreno & Mayer, 2002, 2004; Richards & Taylor, 2015).”
Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom (2009, methodology): “The strategies have included PowerPoint ® (Mayer & Johnson, 2008), games (Moreno & Mayer, 2004, 2005), and computer-assisted video learning (Gay, 1986) in a variety of content areas, in addition to auditory and video media.”
A Systematic Review of Social Presence: Definition, Antecedents, and Implications (2018, background): “…considering that multiple studies reviewed in this paper show that increasing immersive qualities does not linearly increase social presence (e.g., Moreno and Mayer, 2004; Sallnäs, 2005; Homer et al., 2008), it would be critical to understand if, and if so when, there is a ceiling eﬀect of…”
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “…the words in a multimedia presentation are in conversational style rather than formal style (the personalization principle: e.g., Mayer et al. 2004; Moreno and Mayer 2004), or when the words in a multimedia message are spoken in a standard accented human voice rather than in a machine voice or…”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, background): “Only three studies conducted by Moreno and Mayer (2000, 2002, 2004) applied particular principles of the Cognitive Theory of Multi-media learning in their game designs and examined the effectiveness of these instructional principles.”
Applying the science of learning: evidence-based principles for the design of multimedia instruction. (2008, background): “…in conversational style performed better on transfer tests than did learners who received words in formal style (Mayer, Fennell, Farmer, & Campbell, 2004, Experiments 1, 2, and 3; Moreno & Mayer, 2000b, Experiments 1, 2, 3, 4, and 5; Moreno & Mayer, 2004, Experiments 1a and 1b; Wang et al., 2008).”
Do pedagogical agents make a difference to student motivation and learning (2011, background): “According to Moreno and Mayer (2004), a possible explanation for these results is the potential of the virtual reality to distract the learner from the learning task.”