Cognitive principles of multimedia learning: The role of modality and contiguity.

Roxana Moreno, Richard E. Mayer·1999·Journal of Educational Psychology

Cites (8)

  1. Cognitive Load Theory and the Format of Instruction
    Chandler, Paul, Sweller, John · 1991 · Cognition and Instruction
  2. 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
  3. Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.
    Paas, Fred G. W. C., Van Merriënboer, Jeroen J. G. · 1994 · Journal of Educational Psychology
  4. When is an illustration worth ten thousand words?
    Mayer, Richard E., Gallini, Joan K. · 1990 · Journal of Educational Psychology
  5. 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
  6. Animations need narrations: an experimental test of a dual-coding hypothesis.
    Mayer, Richard E., Anderson, Richard B. · 1991 · Journal of Educational Psychology
  7. THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
    CHANDLER, PAUL, SWELLER, JOHN · 1992 · British Journal of Educational Psychology
  8. Guidance during mathematical problem solving.
    Tarmizi, Rohani A., Sweller, John · 1988 · Journal of Educational Psychology

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.