The promise of multimedia learning: using the same instructional design methods across different media
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
One advantage of the advance organizer is that it can provide learners an overview of information and help them organize and interpret new, incoming information prior to learning sessions.
“One advantage of the advance organizer is that it can provide learners an overview of information and help them organize and interpret new, incoming information prior to learning sessions (Mayer, 2003).”
From Vocabulary learning through videos: captions, advance-organizer strategy, and their combination (2022) · cites this paper as Mayer, 2003
Cites
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777 · see citing works
Self-citationCognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894 · see citing works
Reconsidering Research on Learning from Media
Clark, R. E. (1983) · Review of Educational Research · doi:10.3102/00346543053004445 · Cited by 2,715 · see citing works
Media will never influence learning
Clark, R. E. (1994) · Educational Technology Research and Development · doi:10.1007/bf02299088 · Cited by 1,893 · see citing works
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 2× · see citing works
“In a study involving printed words and illustrations in a textbook environment ( Mayer & Gallini, 1990, Experiment 2), the words-and-pictures group generated 68% more creative solutions than the words-only group, yielding an effect size of 1.00.”
InfluentialSelf-citationMayer, R. E., Heiser, J., & Lonn, S. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.187 · Cited by 1,029 · see citing works
Self-citationMayer, R. E., & Anderson, R. B. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.444 · Cited by 1,000 · cited 4× · see citing works
“Similarly, in two studies involving spoken words and animation in a computer-based environment (Mayer & Anderson, 1991, Experiment 2a; Mayer & Anderson, 1992, Experiment 1), the words-and-pictures group generated a median of 108% more creative solutions than the words-only group, yielding an effect size 2.16.”
InfluentialSelf-citationAnimations need narrations: an experimental test of a dual-coding hypothesis.
Mayer, R. E., & Anderson, R. B. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.4.484 · Cited by 883 · cited 1× · see citing works
“Similarly, in two studies involving spoken words and animation in a computer-based environment (Mayer & Anderson, 1991, Experiment 2a; Mayer & Anderson, 1992, Experiment 1), the words-and-pictures group generated a median of 108% more creative solutions than the words-only group, yielding an effect…”
Self-citationHow 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 · see citing works
Self-citationvan Merriënboer, J. J. G., Jelsma, O., & Paas, F. G. W. C. (1992) · Educational Technology Research and Development · doi:10.1007/bf02297047 · Cited by 265 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976 · see citing works
Self-citationCognitive Theory of Multimedia Learning
Mayer, R. E. (2005) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9780511816819.004 · Cited by 1,602 · see citing works
Self-citationTakacs, Z. K., Swart, E. K., & Bus, A. G. (2015) · Review of Educational Research · doi:10.3102/0034654314566989 · Cited by 403 · see citing works
Wittwer, J., & Renkl, A. (2008) · Educational Psychologist · doi:10.1080/00461520701756420 · Cited by 277 · see citing works
Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M., & Wouters, P. (2009) · American Educational Research Journal · doi:10.3102/0002831209340235 · Cited by 158 · see citing works
Saying the wrong thing: improving learning with multimedia by including misconceptions
Muller, D. A., Bewes, J., Sharma, M. D., & Reimann, P. (2008) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2007.00248.x · Cited by 145 · see citing works
The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load
Berends, I. E., & van Lieshout, E. C. D. M. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.06.012 · Cited by 117 · see citing works
Vocabulary learning through videos: captions, advance-organizer strategy, and their combination
Teng, (. F. (2022) · Computer Assisted Language Learning · doi:10.1080/09588221.2020.1720253 · Cited by 86 · see citing works
Maloney, S., Storr, M., Paynter, S., Morgan, P., & Ilic, D. (2013) · Advances in Health Sciences Education · doi:10.1007/s10459-012-9355-2 · Cited by 74 · see citing works
Noroozi, O., & Mulder, M. (2017) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.20981 · Cited by 71 · see citing works
van Loon, M. H., de Bruin, A. B. H., van Gog, T., van Merriënboer, J. J. G., & Dunlosky, J. (2014) · Acta Psychologica · doi:10.1016/j.actpsy.2014.06.007 · Cited by 68 · see citing works
Pereira, A. A. C., Destro, J. R., Picinin Bernuci, M., Garcia, L. F., & Rodrigues Lucena, T. F. (2020) · JMIR mHealth and uHealth · doi:10.2196/17430 · Cited by 65 · see citing works
Multimedia learning: Working memory and the learning of word and picture diagrams
Dutke, S., & Rinck, M. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.10.002 · Cited by 56 · see citing works
Kablan, Z., & Erden, M. (2008) · Computers & Education · doi:10.1016/j.compedu.2007.07.002 · Cited by 51 · see citing works
Intended and Unintended Consequences of Educational Technology on Social Inequality
Tawfik, A. A., Reeves, T. D., & Stich, A. (2016) · TechTrends · doi:10.1007/s11528-016-0109-5 · Cited by 53 · see citing works
Slade, M., Rennick-Egglestone, S., Llewellyn-Beardsley, J., Yeo, C., Roe, J., Bailey, S., Smith, R. A., Booth, S., Harrison, J., Bhogal, A., et al. (2021) · JMIR Formative Research · doi:10.2196/24417 · Cited by 39 · see citing works
A proposed multimedia cone of abstraction: updating a classic instructional design theory
Baukal, C. E. (2013) · i-manager's Journal of Educational Technology · doi:10.26634/jet.9.4.2129 · Cited by 41 · see citing works
- Authors
- Mayer, R. E.
- Affiliations
- University of California, Santa Barbara (US)
- Corresponding author
- Mayer, Richard E.
- ORCID
- Mayer, Richard E.
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2003-04
- Volume
- 13
- Issue
- 2
- Pages
- 125-139
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2125259774
- Cited by
- 1,337
- References
- 10
- Citations by year
- 2026: 32 · 2025: 35 · 2024: 49 · 2023: 51 · 2022: 62 · 2021: 64 · 2020: 78 · 2019: 88 · 2018: 77 · 2017: 72 · 2016: 75 · 2015: 72 · 2014: 74 · 2013: 74 · 2012: 91
- FWCI
- 36.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- multimedia learning, teaching principles, coherence effects, spatial contiguity, extraneous materials, computer-assisted instruction, conversational style
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 ›
Are you an author, or do you see a problem with this page? Request a review
