Cognitive constraints on multimedia learning: When presenting more material results in less understanding.

By Richard E. Mayer, Julie Heiser, Steven Lonn. 2001

1,170 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/c17e261a20efe4601b5b7e0e3e47c833271068c0

How researchers see this paper

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

In Developmental and Educational Psychology

1. Fred Paas
2. John Sweller
3. Richard E. Mayer
4. Slava Kalyuga
5. J. V. van Merriënboer
6. Paul Ayres
7. Tamara van Gog
8. Paul A. Kirschner

In Education

1. Fred Paas
2. John Sweller
3. Roxana Moreno
4. Richard E. Mayer
5. Slava Kalyuga
6. Paul Ayres
7. Tamara van Gog
8. J. V. van Merriënboer

In Experimental and Cognitive Psychology

1. Fred Paas
2. John Sweller
3. Richard E. Mayer
4. Roxana Moreno
5. Slava Kalyuga
6. J. V. van Merriënboer
7. Paul Ayres
8. Tamara van Gog

Citations in the corpus

• Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction (2007, background): “However, if sources of information are intelligible in isolation, elimination rather than integration of a redundant source is preferable (redundancy effect; e.g., Chandler and Sweller 1991; Mayer et al. 2001 ).”
• Thirty years of research on online learning (2018, methodology): “However, research in online learning over the past 30 years has shown that passive media — such as an online presentation — can result in active learning — in which the learner is cognitively active during instruction.”
• Teaching Courses Online: A Review of the Research (2006, background): “Mayer, Heiser, and Lonn (2001) found that concurrent narration and animation had a redundancy effect that caused learners to split their visual attention and lower their transfer performance.”
• Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “Similarly, applying weeding to multimedia learning materials was found to reduce extraneous cognitive load and improve learners' transfer of knowledge (Mayer, Heiser, and Lonn 2001 ).”
• Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “Simultaneously, this explanation may induce extraneous cognitive load for the high-ability student, because this student is already aware of this information (i.e., it is redundant; see Mayer et al. 2001 ).”
• The Expertise Reversal Effect (2003, background): “Craig, Gholson, and Driscoll (2002), Kalyuga, Chandler, and Sweller (2000), and Mayer, Heiser, and Lonn (2001) found that identical visual and auditory text was less effective than the auditory text alone.”
• Emotional design in multimedia learning: Effects of shape and color on affect and learning (2014, background): “Self-reports of prior knowledge are sometimes used in studies such as the present when prior knowledge is expected to be generally low, and where short treatment durations increase the risk of priming effects from pre-test knowledge measures (e.g., Harp & Mayer, 1998; Mayer et al., 2001).”