Multimedia Learning
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Abstract This article defines and exemplifies multimedia learning and multimedia instruction, describes theoretical frameworks for multimedia learning and multimedia instruction, summarizes evidence-based principles for how to design multimedia instruction, and suggests future trends in multimedia research. Multimedia design principles for reducing extraneous processing include the coherence principle, signaling principle, redundancy principle, spatial contiguity principle, and temporal contiguity principle. Multimedia design principles for managing essential processing include the pre-training principle, segmenting principle, and modality principle. Multimedia design principles for fostering generative processing include the personalization principle, voice principle, embodiment principle, and generative activity principle. Research on multimedia learning represents an example of applying the science of learning to education, and stands as one of educational psychology’s success stories.
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The VR-STINAT was iteratively developed with the involvement of end-users (CBT therapists, psychiatrists, patients with depression, and healthy individuals), based on cognitive load theory and Mayer's cognitive theory of multimedia learning.
“The VR-STINAT was iteratively developed with the involvement of end-users (CBT therapists, psychiatrists, patients with depression, and healthy individuals), based on cognitive load theory -learning from worked example (33), and Mayer’s cognitive theory of multimedia learning (34).”
From A virtual reality-based self-guided training on identification of negative automatic thoughts in healthy adults: a mixed-methods feasibility study (2024) · cites this paper as [34]
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Anderson, T., & Dron, J. (2011) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v12i3.890 · Cited by 1,187 · see citing works
Emotional design in multimedia learning.
Um, E. R., Plass, J. L., Hayward, E. O., & Homer, B. D. (2011) · Journal of Educational Psychology · doi:10.1037/a0026609 · Cited by 670 · see citing works
Exploring visuospatial thinking in chemistry learning
Wu, H., & Shah, P. (2004) · Science Education · doi:10.1002/sce.10126 · Cited by 660 · see citing works
Here and now mobile learning: An experimental study on the use of mobile technology
Martin, F., & Ertzberger, J. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.04.021 · Cited by 618 · see citing works
Help Seeking and Help Design in Interactive Learning Environments
Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003) · Review of Educational Research · doi:10.3102/00346543073003277 · Cited by 609 · see citing works
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Applying the science of learning to medical education
Mayer, R. E. (2010) · Medical Education · doi:10.1111/j.1365-2923.2010.03624.x · Cited by 590 · see citing works
Self-citationTüzün, H., Yılmaz-Soylu, M., Yılmaz, T. K., İnal, Y., & CUMAOĞLU, G. K. (2008) · Computers & Education · doi:10.1016/j.compedu.2008.06.008 · Cited by 587 · see citing works
The 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 · see citing works
Self-citationHwang, G.-J. (2014) · Smart Learning Environments · doi:10.1186/s40561-014-0004-5 · Cited by 404 · see citing works
DeLeeuw, K. E., & Mayer, R. E. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.1.223 · Cited by 558 · see citing works
Self-citationA Reconsideration of Cognitive Load Theory
Schnotz, W., & Kürschner, C. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9053-4 · Cited by 755 · see citing works
Emotional design in multimedia learning: Effects of shape and color on affect and learning
Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.02.006 · Cited by 550 · see citing works
Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.12.054 · Cited by 548 · see citing works
Meta-analysis of the modality effect
Ginns, P. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.001 · Cited by 547 · see citing works
Chen, C., & Wu, C. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.08.015 · Cited by 552 · see citing works
Makransky, G., Borre‐Gude, S., & Mayer, R. E. (2019) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12375 · Cited by 532 · see citing works
Self-citationTeaching in a Digital Age: How Educators Use Technology to Improve Student Learning
McKnight, K., O’Malley, K. J., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016) · Journal of Research on Technology in Education · doi:10.1080/15391523.2016.1175856 · Cited by 593 · see citing works
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 · see citing works
Collaboration Scripts – A Conceptual Analysis
Kollar, I., Fischer, F., & Hesse, F. W. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9007-2 · Cited by 534 · see citing works
Incorporating motivation into multimedia learning
Mayer, R. E. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.04.003 · Cited by 575 · see citing works
Self-citationThe Split-Attention Principle in Multimedia Learning
Ayres, P., & Sweller, J. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.009 · Cited by 526 · see citing works
Going the Distance With Online Education
Larreamendy-Joerns, J., & Leinhardt, G. (2006) · Review of Educational Research · doi:10.3102/00346543076004567 · Cited by 522 · see citing works
Students Becoming Chemists: Developing Representationl Competence
Kozma, R., & Russell, J. W. (2005) · Springer eBooks · doi:10.1007/1-4020-3613-2_8 · Cited by 514 · see citing works
Sheng, S., Magnien, B., Kumaraguru, P., Acquisti, A., Cranor, L. F., Hong, J., & Nunge, E. (2007) · Symposium On Usable Privacy and Security · doi:10.1145/1280680.1280692 · Cited by 514 · see citing works
Practice Feedback Interventions: 15 Suggestions for Optimizing Effectiveness
Brehaut, J., Colquhoun, H. L., Eva, K. W., Carroll, K. A., Sales, A. E., Michie, S., Ivers, N. M., & Grimshaw, J. (2016) · Annals of Internal Medicine · doi:10.7326/m15-2248 · Cited by 489 · see citing works
Berge, Z. L., & Muilenburg, L. Y. (2013) · Routledge eBooks · doi:10.4324/9780203118764 · Cited by 489 · see citing works
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 · see citing works
The “I's” Have It: A Framework for Serious Educational Game Design
Annetta, L. A. (2010) · Review of General Psychology · doi:10.1037/a0018985 · Cited by 483 · see citing works
Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation
Santos, M. E. C., Chen, A., Taketomi, T., Yamamoto, G., Miyazaki, J., & Kato, H. (2014) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2013.37 · Cited by 468 · see citing works
Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005) · Journal of Experimental Psychology: Applied · doi:10.1037/1076-898x.11.4.256 · Cited by 462 · see citing works
Self-citationA systematic review of eye tracking research on multimedia learning
Alemdağ, E., & Çağıltay, K. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.06.023 · Cited by 468 · see citing works
Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes
Mayer, R. E., Stull, A. T., DeLeeuw, K. E., Almeroth, K. C., Bimber, B., Chun, D. M., Bulger, M., Campbell, J., Knight, A., & Zhang, H. (2008) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.04.002 · Cited by 455 · see citing works
Self-citationLearning with desktop virtual reality: Low spatial ability learners are more positively affected
Lee, E. A. L., & Wong, K. W. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.07.010 · Cited by 446 · see citing works
Reading from paper compared to screens: A systematic review and meta‐analysis
Clinton‐Lisell, V. (2019) · Journal of Research in Reading · doi:10.1111/1467-9817.12269 · Cited by 492 · see citing works
Craig, S. D., Gholson, B., & Driscoll, D. M. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.2.428 · Cited by 433 · see citing works
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2009) · Educational Psychology Review · doi:10.1007/s10648-009-9098-7 · Cited by 428 · see citing works
Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load
Küçük, S., Kapakin, S., & Göktaş, Y. (2016) · Anatomical Sciences Education · doi:10.1002/ase.1603 · Cited by 431 · see citing works
Social cues in multimedia learning: role of speaker’s voice
Mayer, R. E., Sobko, K., & Mautone, P. D. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.2.419 · Cited by 429 · see citing works
Self-citationImmersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls
Johnson‐Glenberg, M. C. (2018) · Frontiers in Robotics and AI · doi:10.3389/frobt.2018.00081 · Cited by 423 · see citing works
Combining Software Games with Education: Evaluation of its Educational Effectiveness
Virvou, M. K., Katsionis, G., & Μανός, Κ. (2005) · Cited by 422 · see citing works
Effectiveness of PowerPoint presentations in lectures
Bartsch, R. A., & Cobern, K. M. (2003) · Comput. Educ. · doi:10.1016/s0360-1315(03)00027-7 · Cited by 429 · see citing works
Mayer, R. E., Dow, G. T., & Mayer, S. A. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.4.806 · Cited by 412 · see citing works
Self-citationInteraction in distance education and online learning: using evidence and theory to improve practice
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011) · Journal of Computing in Higher Education · doi:10.1007/s12528-011-9043-x · Cited by 428 · see citing works
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 · see citing works
Applying the Science of Learning
Mayer, R. E. (2010) · Cited by 400 · see citing works
Self-citationMayer, R. E. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.013 · Cited by 399 · see citing works
Self-citationTeaching Johnny not to fall for phish
Kumaraguru, P., Sheng, S., Acquisti, A., Cranor, L. F., & Hong, J. (2010) · ACM Transactions on Internet Technology · doi:10.1145/1754393.1754396 · Cited by 399 · see citing works
Research on cognitive load theory and its design implications for e-learning
van Merriënboer, J. J. G., & Ayres, P. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504793 · Cited by 399 · see citing works
Digital support for student engagement in blended learning based on self-determination theory
Chiu, T. K. F. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106909 · Cited by 395 · see citing works
Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game.
Moreno, R., & Mayer, R. E. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.1.117 · Cited by 395 · see citing works
Self-citationThe impact of augmented reality on cognitive load and performance: A systematic review
Buchner, J., Buntins, K., & Kerres, M. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12617 · Cited by 446 · see citing works
Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice
Atkinson, R. K., Mayer, R. E., & Merrill, M. M. (2005) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2004.07.001 · Cited by 388 · see citing works
Self-citationVideo Improves Learning in Higher Education: A Systematic Review
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P. D., Cruz, B. D. P., & Lonsdale, C. (2021) · Review of Educational Research · doi:10.3102/0034654321990713 · Cited by 518 · see citing works
Affordances and limitations of electronic storybooks for young children’s emergent literacy
Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015) · Developmental Review · doi:10.1016/j.dr.2014.12.004 · Cited by 383 · see citing works
Feedback Strategies for Interactive Learning Tasks
Narciss, S. (2007) · doi:10.4324/9780203880869.ch11 · Cited by 388 · see citing works
Cognitive and affective processes for learning science in immersive virtual reality
Parong, J. A., & Mayer, R. E. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12482 · Cited by 426 · see citing works
Self-citationMobile apps for science learning: Review of research
Zydney, J. M., & Warner, Z. B. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.11.001 · Cited by 380 · see citing works
Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis
Winters, F. I., Greene, J. A., & Costich, C. M. (2008) · Educational Psychology Review · doi:10.1007/s10648-008-9080-9 · Cited by 382 · see citing works
Applying learning theories and instructional design models for effective instruction
Khalil, M. K., & Elkhider, I. A. (2016) · Advances in Physiology Education · doi:10.1152/advan.00138.2015 · Cited by 372 · see citing works
A meta-analytic review of the role of instructional support in game-based learning
Wouters, P., & van Oostendorp, H. (2013) · Computers & Education · doi:10.1016/j.compedu.2012.07.018 · Cited by 381 · see citing works
- Authors
- Mayer, R.
- Corresponding author
- Mayer, Richard
- ORCID
- Mayer, Richard
- Venue
- The Psychology of learning and motivation/The psychology of learning and motivation
- Publisher
- Cambridge University Press
- Published
- 2020-06-25
- Volume
- 41
- Issue
- 0
- Pages
- 27-139
- ISSN
- 0079-7421 (ISSN-L)
- OpenAlex
- W2337068785
- Cited by
- 7,777
- References
- 84
- Citations by year
- 2026: 644 · 2025: 464 · 2024: 351 · 2023: 303 · 2022: 283 · 2021: 465 · 2020: 384 · 2019: 418 · 2018: 406 · 2017: 361 · 2016: 375 · 2015: 369 · 2014: 426 · 2013: 383 · 2012: 348
- FWCI
- 375.16
- Type
- book chapter
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- The Psychology of learning and motivation/The psychology of learning and motivation (publishedVersion)
- Cambridge University Press eBooks (publishedVersion)
- Oxford University Press eBooks (publishedVersion)
- Routledge eBooks (publishedVersion)
- The Annual Report of Educational Psychology in Japan (publishedVersion)
- HAL (submittedVersion)
- 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, multimedia teaching, multimedia design principles, coherence principle, signaling principle, redundancy principle, spatial contiguity, temporal contiguity, modality principle, generative processing, science of learning
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