Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity and Temporal Contiguity Principles.

By Richard E. Mayer, Logan Fiorella. 2014

534 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d297d488b1e6b8b5e66c68adbb91a0f3b90ffc60

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Citations in the corpus

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks (2015, background): “In fact, the temporal contiguity principle of the multimedia learning theory predicts deeper learning when the verbal and nonverbal information are presented close to each other in time rather than further apart (Mayer, 2005).”
The instructor’s face in video instruction: Evidence from two large-scale field studies. (2015, background): “Mayer (2005) proposed a model, known as the cognitive theory of multimedia learning, which relies on three assumptions grounded in evidence from cognitive science.”
Effects of Observing the Instructor Draw Diagrams on Learning from Multimedia Messages. (2016, background): “…observing the instructor draw should pro- mote learning because it makes use of basic cognitive principles of multimedia learning, such as the signaling principle, the segmenting principle, and the temporal contiguity principle (Mayer, 2009, 2014b; Mayer & Fiorella, 2014; Mayer & Pilegard, 2014).”
Adding immersive virtual reality to a science lab simulation causes more presence but less learning (2017, methodology): “It should be noted that the comparison between text versus text and narration used in this study is not the way that the redundancy e ﬀ ect has been tested in most previous research, which used a comparison between narration versus narration and text (Mayer & Fiorella, 2014).”
Studying and Constructing Concept Maps: a Meta-Analysis (2018, background): “For example, visually signaling learners to attend to immediately relevant information can aid in learning (Mayer & Fiorella, 2014; van Gog, 2014), and map comparison research may be able to demonstrate advantages for concept maps that signal content using color, animation, or other visual cues.”
Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, background): “…words and pictures are presented near one another instead of far from one another on the page or screen (the spatial contiguity principle) and that the learning material should include cues to highlight how it is organized (the signaling principle; Mayer, 2005, 2009; Mayer & Fiorella, 2014).”
A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, background): “Seductive details are interesting but irrelevant details that are not necessary to achieve the instructional objective (Mayer, 2005).”
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).”
Thirty years of research on online learning (2018, methodology): “Another important advance over the past 30 years of instructional research has been the emergence of boundary conditions for each instructional design principle, particularly in the past decade (Mayer, 2009, 2014d; Mayer & Fiorella, 2014; Mayer & Pilegard, 2014).”
Keep it Coherent: A Meta-Analysis of the Seductive Details Effect (2020, background): “Second, we addressed the temporal contiguity principle, which recommends that relevant information be presented simultaneously (Ginns 2006;Mayer and Fiorella 2014) by codingwhether seductive details were static (such as an image on display when learning) or dynamic (such as a GIF or video that is…”