The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning
Overview
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Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
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Citations
Cites
Moreno, R., & Mayer, R. E. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.1.117 · Cited by 530
Self-citation
Cited by
So, H.-J., & Brush, T. A. (2008) · Computers & Education · doi:10.1016/j.compedu.2007.05.009 · Cited by 1,221
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.04.015 · Cited by 1,057
The myths of the digital native and the multitasker
Kirschner, P. A., & De Bruyckere, P. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.06.001 · Cited by 796
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors
Koedinger, K. R., & Aleven, V. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9049-0 · Cited by 632
An instructional model for web‐based e‐learning education with a blended learning process approach
Alonso, F., López, G., Manrique, D., & Viñes, J. M. (2005) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2005.00454.x · Cited by 576
Metadata
- Authors
- Clark, R. C., Mayer, R. E., & Thalheimer, W.
- Venue
- Performance Improvement
- Published
- 2003-05
- Volume
- 42
- Issue
- 5
- Pages
- 41-43
- ISSN
- 1090-8811 (ISSN-L)
- 1930-8272
- OpenAlex
- W2024337161
- Cited by
- 2,257
- References
- 1
- FWCI
- 25.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 4506 d)
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. https://app.cochat.ai/papers/10.1002/pfi.4930420510
- The paper
- Clark, R. C., Mayer, R. E., & Thalheimer, W. (2003). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Performance Improvement. https://doi.org/10.1002/pfi.4930420510
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
