When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?

By Richard E. Mayer, Paul Chandler. 2001

772 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Vision and Pattern Recognition, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f18d9606e2bb6032447500f651f6b929d14c0a34

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

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

In Computer Vision and Pattern Recognition

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

In Experimental and Cognitive Psychology

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

Citations in the corpus

• When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. (2005, background): “Second, the paper treatment is learner controlled because the learner can determine the pacing and order of the presentation simply through eye movements, and the computer treatment is instructor controlled because the narrated animation is presented at a fixed pace and order (see Mayer & Chandler,”
• Instructional efficiency of animation: effects of interactivity through mental reconstruction of static key frames (2007, methodology): “Several studies have tried to manage the high extraneous load imposed by the continuous flow of transient information elements with specific strategies such as segmenting, cueing and tracing (e.g. Betrancourt, 2005; Marcus, KhengJoo, Beng-Fei, & Ayres, 2006; Mayer & Chandler, 2001).”
• Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “1999 ; Mayer and Chandler 2001 ; Mayer and Moreno 2003 ).”
• Handbook of Research on Learning and Instruction (2011, background): “Instead of passing ahead of the catcher’s projected pathway (lead pass), throwers were more likely to send the pass behind the receiver, directly to the defender, or to the place where the receiver had been standing prior to cutting to receive the ball.”
• Applying the science of learning: evidence-based principles for the design of multimedia instruction. (2008, background): “…of 3 experiments, involving computer-based lessons on lightning and electric motors, learners who received segmented lessons performed better on transfer tests than did learners who received continuous lessons (Mayer & Chandler, 2001, Experiment 2; Mayer, Dow, & Mayer, 2003, Experiments 2a and 2b).”
• A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load (2008, methodology): “Self-reported difficulty ratings have been used somewhat less frequently in multimedia research (Kalyuga, Chandler, & Sweller, 1999; Mayer & Chandler, 2001).”
• Interactivity in Video-based Models (2007, background): “The combination of pacing and segmentation already has shown the promise of such an approach ( Mayer and Chandler 2001; Mayer et al. 2003).”
• The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “…1989; Mautone & Mayer, 2001), allowing learners to pace their own training in order allow sufficient processing time (e.g., Lusk et al., 2009; Mayer & Chandler, 2001), and “pretraining” students on relevant subcomponents of a system prior to the complete training phase (e.g., Mayer, Mathias,…”
• Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two‐Way Street Between Cognition and Instruction (2002, result): “As predicted, in our one study testing this issue, students performed better on a transfer test when an explanation of lightning formation was presented in interactive form rather than fixed form (Mayer and Chandler, 2001, experiment 2).”
• Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext (2008, background): “In this approach, rather than confronting learners with all information at once and then having them study different parts, discrete parts of information are presented first, a sequence that has proven to be superior to the first-whole-then-parts sequence (Mayer & Chandler, 2001).”