The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text
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Citations
Cites
When is an illustration worth ten thousand words?
Mayer, R. E., & Gallini, J. K. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.715 · Cited by 1,051 · cited 7×
“The experience instrument was based on a similar instrument used by Mayer and Gallini (1990) .”
BackgroundMethodResultInfluentialSelf-citationLearning as a generative process 1
Wittrock, M. C. (1974) · Educational Psychologist · doi:10.1080/00461527409529129 · Cited by 834
Cited by
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Self-citationMayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Self-citationCognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976
Self-citationKalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2005) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9780511816819.004 · Cited by 1,602
Self-citationMultimedia learning: Are we asking the right questions?
Mayer, R. E. (1997) · Educational Psychologist · doi:10.1207/s15326985ep3201_1 · Cited by 1,533
Self-citationMayer, R. E. (2003) · Learning and Instruction · doi:10.1016/s0959-4752(02)00016-6 · Cited by 1,337
Self-citationMayer, R. E., & Moreno, R. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.312 · Cited by 1,315
Self-citationExpertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Kalyuga, S. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9054-3 · Cited by 1,056
“The experiments indicated that using graphics usually enhanced learning outcomes for students with low prior knowledge levels, but not those with higher knowledge levels (e.g., Mayer and Gallini 1990; Mayer et al. 1995 ).”
BackgroundHow seductive details do their damage: A theory of cognitive interest in science learning.
Harp, S. F., & Mayer, R. E. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.3.414 · Cited by 855
Self-citationThe Past, Present, and Future of the Cognitive Theory of Multimedia Learning
Mayer, R. E. (2024) · Educational Psychology Review · doi:10.1007/s10648-023-09842-1 · Cited by 576
Self-citationCook, M. P. (2006) · Science Education · doi:10.1002/sce.20164 · Cited by 538
When problem solving is superior to studying worked examples.
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.3.579 · Cited by 548
Multimedia instructions and cognitive load theory: Effects of modality and cueing
Tabbers, H. K., Martens, R. L., & Van Merriënboer, J. J. G. (2004) · British Journal of Educational Psychology · doi:10.1348/000709904322848824 · Cited by 478
The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis
Van Meter, P., & Garner, J. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-8136-3 · Cited by 421
Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects
Ginns, P. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.10.001 · Cited by 403
The Split-Attention Principle in Multimedia Learning
Ayres, P., & Sweller, J. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.011 · Cited by 234
Castro-Alonso, J. C., de Koning, B. B., Fiorella, L., & Paas, F. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09606-9 · Cited by 278
Prior Knowledge Principle in Multimedia Learning
Kalyuga, S. (2005) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9780511816819.022 · Cited by 166
Drawing Boundary Conditions for Learning by Drawing
Fiorella, L., & Zhang, Q. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9444-8 · Cited by 161
Generative Learning: Which Strategies for What Age?
Brod, G. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09571-9 · Cited by 145
Lee, V. R. (2010) · International Journal of Science Education · doi:10.1080/09500690903253916 · Cited by 110
Using Descriptive Drawings as a Conceptual Change Strategy in Elementary Science
Edens, K. M., & Potter, E. (2003) · School Science and Mathematics · doi:10.1111/j.1949-8594.2003.tb18230.x · Cited by 76
Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Cognitive Load Theory · doi:10.1007/978-1-4419-8126-4_12 · Cited by 68
Tugtekin, U., & Odabasi, H. F. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10912-0 · Cited by 55
Oje, A. V., Hunsu, N. J., & Fiorella, L. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100676 · Cited by 36
Learning from split-attention materials: effects of teaching physical and mental learning strategies
de Koning, B. B., Rop, G., & Paas, F. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101873 · Cited by 30
Using a general problem-solving strategy to promote transfer.
Youssef-Shalala, A., Ayres, P., Schubert, C., & Sweller, J. (2014) · Journal of Experimental Psychology: Applied · doi:10.1037/xap0000021 · Cited by 25
The Split-Attention Principle in Multimedia Learning
Ayres, P., & Sweller, J. (2021) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/9781108894333.020 · Cited by 18
Metadata
- Authors
- Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R.
- Venue
- Educational Technology Research and Development
- Published
- 1995-03
- Volume
- 43
- Issue
- 1
- Pages
- 31-41
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2095324736
- Cited by
- 337
- References
- 2
- FWCI
- 9.22
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
