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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 -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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Self-citationSignaling, notetaking, and field independence-dependence in text comprehension and recall.
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Principles for Managing Essential Processing in Multimedia Learning
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Self-citationPrinciples Based on Social Cues in Multimedia Learning
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Flagged first, then by citations
2 of the 84 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Mayer, R. E., & Moreno, R. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_6 · Cited by 4,207
Self-citationAkçayır, M., & Akçayır, G. (2017) · Educational Research Review · doi:10.1016/j.edurev.2016.11.002 · Cited by 2,463
First principles of instruction
Merrill, M. D. (2002) · Educational Technology Research and Development · doi:10.1007/bf02505024 · Cited by 2,092
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century
Pellegrino, J. W., & Hilton, M. L. (2012) · Cited by 2,038
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976
Self-citation
Metadata
- 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
- 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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