Systematic thinking fostered by illustrations in scientific text.

Cited by (34)

1. Multimedia Learning
   Mayer, Richard E. · 2009
2. Multimedia Learning
   Mayer, Richard · 2020
3. Cognitive Theory of Multimedia Learning
   Mayer, Richard E. · 2014 · The Cambridge Handbook of Multimedia Learning
4. Cognitive Theory of Multimedia Learning
   Mayer, Richard E. · 2005 · The Cambridge Handbook of Multimedia Learning
5. Multimedia learning: Are we asking the right questions?
   Mayer, Richard E. · 1997 · Educational Psychologist
6. The promise of multimedia learning: using the same instructional design methods across different media
   Mayer, Richard E. · 2003 · Learning and Instruction
7. A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory.
   Mayer, Richard E., Moreno, Roxana · 1998 · Journal of Educational Psychology
8. For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.
   Mayer, Richard E., Sims, Valerie K. · 1994 · Journal of Educational Psychology
9. When is an illustration worth ten thousand words?
   Mayer, Richard E., Gallini, Joan K. · 1990 · Journal of Educational Psychology
10. The instructive animation: Helping students build connections between words and pictures in multimedia learning.
    Mayer, Richard E., Anderson, Richard B. · 1992 · Journal of Educational Psychology
11. Reducing cognitive load by mixing auditory and visual presentation modes.
    Mousavi, Seyed Yaghoub, Low, Renae, Sweller, John · 1995 · Journal of Educational Psychology
12. Pictorial Illustrations Still Improve Students' Learning from Text
    Carney, Russell N., Levin, Joel R. · 2002 · Educational Psychology Review
13. Animations need narrations: an experimental test of a dual-coding hypothesis.
    Mayer, Richard E., Anderson, Richard B. · 1991 · Journal of Educational Psychology
14. How seductive details do their damage: A theory of cognitive interest in science learning.
    Harp, Shannon F., Mayer, Richard E. · 1998 · Journal of Educational Psychology
15. THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
    CHANDLER, PAUL, SWELLER, JOHN · 1992 · British Journal of Educational Psychology
16. The Past, Present, and Future of the Cognitive Theory of Multimedia Learning
    Mayer, Richard E. · 2024 · Educational Psychology Review
17. Multimedia instructions and cognitive load theory: Effects of modality and cueing
    Tabbers, Huib K., Martens, Rob L., Van Merriënboer, Jeroen J. G. · 2004 · British Journal of Educational Psychology
18. Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design
    de Koning, Björn B., Tabbers, Huib K., Rikers, Remy M. J. P., Paas, Fred · 2009 · Educational Psychology Review
19. The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis
    Van Meter, Peggy, Garner, Joanna · 2005 · Educational Psychology Review
20. Activity and Imagined Activity Can Enhance Young Children's Reading Comprehension.
    Glenberg, Arthur M., Gutierrez, Tiana, Levin, Joel R., Japuntich, Sandra, Kaschak, Michael P. · 2004 · Journal of Educational Psychology
21. Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects
    Ginns, Paul · 2006 · Learning and Instruction
22. Creating visual explanations improves learning
    Bobek, Eliza, Tversky, Barbara · 2016 · Cognitive Research: Principles and Implications
23. Understanding instructions.
    Marcus, Nadine, Cooper, Martin, Sweller, John · 1996 · Journal of Educational Psychology
24. The Split-Attention Principle in Multimedia Learning
    Ayres, Paul, Sweller, John · 2014 · The Cambridge Handbook of Multimedia Learning
25. Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues
    Anmarkrud, Øistein, Andresen, Anette, Bråten, Ivar · 2019 · Educational Psychologist
26. Arrows in Comprehending and Producing Mechanical Diagrams
    Heiser, Julie, Tversky, Barbara · 2006 · Cognitive Science
27. Animation as feedback in a computer-based simulation: Representation matters
    Rieber, Lloyd P. · 1996 · Educational Technology Research and Development
28. Untitled work
    2015 · Educational Technology & Society
29. Instructional efficiency of integrated and separated text with animated presentations in computer-based science instruction
    Kablan, Zeynel, Erden, Münire · 2008 · Computers & Education
30. Introductory Biology Textbooks Under-Represent Scientific Process
    Duncan, Dara B., Lubman, Alexandra, Hoskins, Sally G. · 2011 · Journal of Microbiology & Biology Education
31. Chapter 8 Visual Aids to Knowledge Construction: Building Mental Representations from Pictures and Words
    Mayer, Richar E. · 1994 · Advances in Psychology
32. When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect.
    Nihalani, Priya K., Mayrath, Michael, Robinson, Daniel H. · 2011 · Journal of Educational Psychology
33. Learning from split-attention materials: effects of teaching physical and mental learning strategies
    de Koning, Björn B., Rop, Gertjan, Paas, Fred · 2020 · Contemporary Educational Psychology
34. The Split-Attention Principle in Multimedia Learning
    Ayres, Paul, Sweller, John · 2021 · The Cambridge Handbook of Multimedia Learning