Cited by 1,000Visual and Cognitive Learning ProcessesMemory Processes and InfluencesOnline and Blended Learning

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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

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Abstract

In 2 experiments, students studied an animation depicting the operation of a bicycle tire pump or an automobile braking system, along with concurrent oral narration of the steps in the process (concurrent group), successive presentation of animation and narration (by 4 different methods), animation alone, narration alone, or no instruction (control group). On retention tests, the control group performed more poorly than each of the other groups, which did not differ from one another. On problem-solving tests, the concurrent group performed better than each of the other groups, which did not differ from one another. These results are consistent with a dual-coding model in which retention requires the construction of representational connections and problem solving requires the construction of representational and referential connections. An instructional implication is that pictures and words are most effective when they occur contig-uously in time or space. Imagine an electronic encyclopedia in which a user sits in front of a screen and keyboard. The user simply types in a term (or selects it from a list), such as pump. Then a multi-media presentation begins, involving stereo sound and high-resolution color graphics, with which the user interacts. In this context, words are presented orally and animations are presented visually. The technology for implementing this scenario exists today

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Crossref · 10.1037/0022-0663.84.4.444

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“For example, we found that students who received multiframe illustrations containing verbal descriptions coordinated within each frame were better able to solve transfer problems than students who received illustrations with the same verbal information located within a separate paragraph elsewhere on the page (Mayer,…”
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“The contiguity principle is derived from a dual coding theory (Clark & Paivio, 1991; Mayer & Anderson, 1991; Paivio, 1971, 1990).”
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“Mayer and Anderson (1991) supported this theory by exposing users to visual and verbal explanation simultaneously was more effective in promoting creative problem solving than by giving separate verbal and visual explanation.”
Background
Measurement of Cognitive Load During Multimedia Learning Activities
Cook, A. E. (2009) · IGI Global eBooks · doi:10.4018/978-1-60566-158-2.ch003 · Cited by 24
“A number of studies on multimedia learning have demonstrated that the appropriate use of multimedia presentations can result in the reduction of cognitive load (e.g., Mayer & Anderson, 1991, 1992; Mayer & Moreno, 2003; Mayer, Moreno, Boire, & Vagge, 1999; Mayer & Sims, 1994).”
Background
A Study on the Impact of GPA on Perceived Improvement of Higher‐Order Cognitive Skills*
Bradley, R. V., Sankar, C. S., Clayton, H. R., Mbarika, V. W. A., & Raju, P. K. (2007) · Decision Sciences Journal of Innovative Education · doi:10.1111/j.1540-4609.2007.00131.x · Cited by 24
“Prior research suggests that the use of multimedia in learning fosters deeper learning in students, as compared to traditional oral- or text-only messages (Mayer, 1999, 2003; Mayer & Anderson, 1992 ).”
Background
Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science
Jones, J. L. (2006) · The Sydney eScholarship Repository (The University of Sydney) · Cited by 24
INTERNATIONAL JOURNAL OF CASE METHOD RESEARCH & APPLICATION
Parkinson, J., Taggar, S., Laurier, W., Progression, E. C., Hodgson, L., LaRue, D. W., van Dessel, M. M., Everett, J. E., Kerrigan, J., Johnson, E. A., et al. (2005) · Cited by 24
Dynamic Versus Static Dictionary With and Without Printed Focal Words in E‐Book Reading as Facilitator for Word Learning
Korat, O., Levin, I., Ben‐Shabt, A., Shneor, D., & Bokovza, L. (2014) · Reading Research Quarterly · doi:10.1002/rrq.78 · Cited by 24
The impact of applied cognitive learning theory on engagement with e-learning courseware
Swann, W. (2013) · Journal of Learning Design · doi:10.5204/jld.v6i1.119 · Cited by 23
“Multiple mediums are better than one for efficient storage and processing of information during the learning process (Mayer & Anderson, 1992; Mayer & Moreno, 1998b).”
Background
The Roles of Working Memory and Cognitive Load in Geoscience Learning
Jaeger, A. J., Shipley, T. F., & Reynolds, S. J. (2017) · Journal of Geoscience Education · doi:10.5408/16-209.1 · Cited by 23
“…load and multimedia design principles have been explored across a variety of STEM domains, including mathematics (Tarmizi and Sweller, 1988; Mayer and Anderson, 1991, 1992; Mousavi et al., 1995; Atkinson, 2005), chemistry (Carlson et al., 2003; Kozma and Russell, 2005; Lee et al., 2006),…”
Background
Cognitive Load Theory, Spacing Effect, and Working Memory Resources Depletion
Chen, O., & Kalyuga, S. (2019) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-9833-6.ch001 · Cited by 26
Naive Theories and Decision Making as Part of Higher Order Thinking in Social Studies
Byrnes, J. P., & Torney-Purta, J. V. (1995) · Theory & Research in Social Education · doi:10.1080/00933104.1995.10505757 · Cited by 23
Enhancing interactive tutorial effectiveness through visual cueing
Jamet, É., & Fernandez, J. (2016) · Educational Technology Research and Development · doi:10.1007/s11423-016-9437-6 · Cited by 24
“Integration has already been shown to be easier if the two types of information are processed simultaneously (temporal contiguity effect) in working memory (e.g. Baggett 1984; Mayer and Anderson 1991, 1992; Mayer and Sims 1994).”
Background
Pictures as Feedback in Single Word Learning
Solman, R. T., & Wu, H. (1995) · Educational Psychology · doi:10.1080/0144341950150301 · Cited by 23
O computador na Educação em Ciências: breve revisão crítica acerca de algumas formas de utilização
Giordan, M. (2005) · Ciência & Educação (Bauru) · doi:10.1590/s1516-73132005000200010 · Cited by 22
Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids.
Naqvi, S. H., Mobasher, F., Afzal, M. A. R., Umair, M., Kohli, A. N., & Bukhari, M. H. (2013) · PubMed · Cited by 22
Learning to Solve Challenging Percentage-Change Problems: A Cross-Cultural Study From a Cognitive Load Perspective
Ngu, B. H., Yeung, A. S., Phan, H. P., Hong, K. S., & Usop, H. H. (2017) · The Journal of Experimental Education · doi:10.1080/00220973.2017.1347774 · Cited by 22
Learning Chemistry Using Multiple External Representations
Nakhleh, M. B., & Postek, B. (2007) · Springer eBooks · doi:10.1007/978-1-4020-5267-5_10 · Cited by 24
“learner’s verbal and visual representations (Mayer and Anderson, 1992).”
When can animation improve learning? Some implications on human computer interaction and learning
Chan, M., & Black, J. B. (2005) · Cited by 22

Authors: Mayer, R. E., & Anderson, R. B.
Affiliations: University of California, Santa Barbara (US)
ORCID: Mayer, Richard E.
Anderson, Richard B.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1992-12
Volume: 84
Issue: 4
Pages: 444-452
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.84.4.444
OpenAlex: W2126797747
Cited by: 1,000
References: 29
Citations by year: 2026: 12 · 2025: 25 · 2024: 24 · 2023: 23 · 2022: 24 · 2021: 43 · 2020: 31 · 2019: 47 · 2018: 32 · 2017: 38 · 2016: 33 · 2015: 26 · 2014: 46 · 2013: 53 · 2012: 45
FWCI: 10.95
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Education › Online and Blended Learning
Keywords: educational animation, multimedia learning, dual coding theory, retention, problem solving, successive presentation, vehicle braking systems, online encyclopedias

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The instructive animation: Helping students build connections between words and pictures in multimedia learning.

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