The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Unique contributions of eye-tracking research to the study of learning with graphics
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Citations
Cites
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-citationMeta-analysis of the modality effect
Ginns, P. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.001 · Cited by 547
Signaling as a cognitive guide in multimedia learning.
Mautone, P. D., & Mayer, R. E. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.377 · Cited by 444 · cited 1×
“…research has sometimes failed to find support for the use of visual cues such as arrows in animations (Boucheix & Lowe, 2010; Kriz & Hegarty, 2007; Mautone & Mayer, 2001), the authors in this special issue have identified two versions of visual signaling that improve learning outcomes or…”
BackgroundSelf-citation
Cited by
A meta-analysis of how signaling affects learning with media
Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018) · Educational Research Review · doi:10.1016/j.edurev.2017.11.001 · Cited by 268
The worked example effect, the generation effect, and element interactivity.
Chen, O., Kalyuga, S., & Sweller, J. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000018 · Cited by 167
Differentiating Different Types of Cognitive Load: a Comparison of Different Measures
Korbach, A., Brünken, R., & Park, B. (2018) · Educational Psychology Review · doi:10.1007/s10648-017-9404-8 · Cited by 153
Measurement of cognitive load in multimedia learning: a comparison of different objective measures
Korbach, A., Brünken, R., & Park, B. (2017) · Instructional Science · doi:10.1007/s11251-017-9413-5 · Cited by 98
Digital transformations of classrooms in virtual reality
Gao, H., Bozkir, E., Hasenbein, L., Hahn, J.-U., Göllner, R., & Kasneci, E. (2021) · Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3411764.3445596 · Cited by 77
Using Instructional Design Process to Improve Design and Development of Internet Interventions
Hilgart, M. M., Ritterband, L. M., Thorndike, F. P., & Kinzie, M. B. (2012) · Journal of Medical Internet Research · doi:10.2196/jmir.1890 · Cited by 61
Bolzer, M., Strijbos, J. W., & Fischer, F. (2015) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12091 · Cited by 57
Technology-Enhanced Professional Learning
Littlejohn, A., & Margaryan, A. (2014) · Springer International Handbooks of Education · doi:10.1007/978-94-017-8902-8_43 · Cited by 52
Tsai, M.-J., Wu, A.-H., Bråten, I., & Wang, C.-Y. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104544 · Cited by 47
Metadata
- Authors
- Mayer, R. E.
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2010-04
- Volume
- 20
- Issue
- 2
- Pages
- 167-171
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2063578082
- Cited by
- 252
- References
- 4
- FWCI
- 9.64
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
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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.
