The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index.
Applying the science of learning: Evidence-based principles for the design of multimedia instruction.
Abstract
During the last 100 years, a major accomplishment of psychology has been the development of a science of learning aimed at understanding how people learn. In attempting to apply the science of learning, a central challenge of psychology and education is the development of a science of instruction aimed at understanding how to present material in ways that help people learn. The author provides an overview of how the design of multimedia instruction can be informed by the science of learning and the science of instruction, which yields 10 principles of multimedia instructional design that are grounded in theory and based on evidence. Overall, the relationship between the science of learning and the science of instruction is reciprocal.
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Citations
Cites
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Self-citationMayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Self-citationCognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976
Self-citationMayer, R. E., & Moreno, R. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.312 · Cited by 1,315 · cited 1×
“…in spoken form rather than printed form (Harskamp, Mayer, Suhre, & Jansma, 2007, Experiments 1 and 2a; Mayer, Dow, & Mayer, 2003, Experiment 1; Mayer & Moreno, 1998, Experiments 1 and 2; Moreno & Mayer, 1999, Experiments 1 and 2; Moreno & Mayer, 2002b, Experiments 1a, 1b, 1c, 2a, and 2b;…”
Self-citationWhen 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 1×
“…who received words alone (Mayer, 1989, Experiments 1 and 2; Mayer & Anderson, 1991, Experiment 2a; Mayer & Anderson, 1992, Experiments 1 and 2; Mayer et al., 1996, Experiment 2; Mayer & Gallini, 1990, Experiments 1, 2, and 3; Moreno & Mayer, 1999, Experiment 1; Moreno & Mayer, 2002a, Experiment 1).”
Self-citationMayer, R. E., Heiser, J., & Lonn, S. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.187 · Cited by 1,029
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 2×
“…performed better on transfer tests than learners who received words alone (Mayer, 1989, Experiments 1 and 2; Mayer & Anderson, 1991, Experiment 2a; Mayer & Anderson, 1992, Experiments 1 and 2; Mayer et al., 1996, Experiment 2; Mayer & Gallini, 1990, Experiments 1, 2, and 3; Moreno & Mayer, 1999,…”
BackgroundSelf-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 2×
“…better on answering transfer questions when they received simultaneous presentation of animation and narration rather than successive presentation (Mayer & Anderson, 1991, Experiments 1 and 2a; Mayer & Anderson, 1992, Experiments 1 and 2; Mayer, Moreno, Boire, & Vagge, 1999, Experiments 1 and 2;…”
BackgroundSelf-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
Self-citationMayer, R. E., & Chandler, P. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.390 · Cited by 762 · cited 1×
“…of 3 experiments, involving computer-based lessons on lightning and electric motors, learners who received segmented lessons performed better on transfer tests than did learners who received continuous lessons (Mayer & Chandler, 2001, Experiment 2; Mayer, Dow, & Mayer, 2003, Experiments 2a and 2b).”
BackgroundSelf-citation
Cited by
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-citationRevisiting the Conceptualization, Measurement, and Generation of Interest
RENNINGER, K. A., & HIDI, S. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.587723 · Cited by 786
Multimedia tools in the teaching and learning processes: A systematic review
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020) · Heliyon · doi:10.1016/j.heliyon.2020.e05312 · Cited by 631
Learning strategies: A synthesis and conceptual model
Hattie, J. A. C., & Donoghue, G. M. (2016) · npj Science of Learning · doi:10.1038/npjscilearn.2016.13 · Cited by 569
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
Metadata
- Authors
- Mayer, R. E.
- Venue
- American Psychologist
- Published
- 2008-11
- Volume
- 63
- Issue
- 8
- Pages
- 760-769
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W1971568690
- Cited by
- 930
- References
- 17
- FWCI
- 21.28
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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