The DOI matches its Crossref record; 28 of the 29 references it cites were found in a registry or an index.
The instructive animation: Helping students build connections between words and pictures in multimedia learning.
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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“The findings on the facilitative role of multimedia in learning agree with previous research (e.g., Clark & Mayer, 2011, ch. 4;Mayer & Anderson, 1992;Mayer & Gallini, 1990) in that interactivity and multimedia presentation enhance learning.”
From Readers, Players, and Watchers: EFL Students’ Vocabulary Acquisition through Digital Video Games (2017) · cites this paper as Mayer & Anderson, 1992
In the citing paper
“Mayer and Anderson (1992) found that animation and associated narration need to be temporally coordinated in order to decrease cognitive load and facilitate learning.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Mayer and Anderson (1992)
In the citing paper
“The splitattention effect not only relates to the spatial organisation of information sources but also to their temporal organisation.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Mayer and Anderson (1992)
Citations
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“Mayer and his colleagues explain that these results are consistent with a theory of multimedia learning that stresses the importance of processing corresponding text and pictures simultaneously in working memory in order to form a coherent mental model (Mayer & Anderson, 1992; Mayer & Moreno, 1998).”
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“…reading are well documented in the literature (e.g., text illustrations: Levie & Lentz, 1982; Mayer & Gallini, 1990; animation: Al-Balushi & Al-Hajri, 2014; Mayer & Anderson, 1992; diagrams: Fiore, Cuevas, & Oser, 2003; Hegarty & Just, 1993; decorative imagery: Lenzner, Schnotz, & Muller, 2013).”
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“In particular, Mayer and his colleagues adapted Dual-Coding theory and further modified it for meaningful learning (Mayer & Anderson, 1991, 1992; Mayer & Gallini, 1990; Mayer & Sims, 1994).”
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“In support of dual coding as an explanation for the effect of multimedia learning, Mayer and Anderson (1991, 1992) undertook a series of experiments in order to test the relevant assumptions.”
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“Other researchers explained this positive impact of the gaming context from the multimedia learning of cognitive theory (Mayer, 2014; Mayer & Anderson, 1991, 1992) and dual coding theory (Paivio, 1990).”
BackgroundDiagnostic Schemas: Form and Function
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“Repeatedly writing and recalling schemas for common problems draws on learning sciences principles like retrieval practice, elaboration, and dual coding, which improve memory and understanding.(33,34) Regardless of whether a schema is borrowed or built, it should be rehearsed and revised so that it evolves with clinic…”
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“A series of studies that attempt to unravel the complexities of the potential interactions among text, graphic, and individual variables have been conducted by Mayer and his collaborators (Mayer, 1984; Mayer, 1989; Mayer, 1993a; Mayer, 1993b; Mayer & Anderson, 1991; Mayer & Anderson, 1992; Mayer, Bove, Bryman, Mars, &…”
BackgroundA preliminary empirical evaluation of the effectiveness of a finite state automaton animator
Grinder, M. T. (2003) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/611892.611958 · Cited by 19
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Contextual information in terminological knowledge bases: A multimodal approach
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“…primary to secondary education: looking at literacy, numeracy and geometry) when information is simultaneously presented in two modalities (auditory and visual; Mayer & Anderson, 1991; 1992; Paivio, 1990; visual-haptic, Kalenine, Pinet, & Gentaz, 2011) rather than in successive presentations.”
León-Araúz, P., Reimerink, A., & Faber, P. (2019) · Terminology International Journal of Theoretical and Applied Issues in Specialized Communication · doi:10.1075/term.00037.leo · Cited by 18
INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING
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THE EFFECT OF VISUALIZATION TYPE AND STUDENT SPATIAL ABILITIES ON LEARNING ACHIEVEMENT
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“…can perform better if they learn from printed texts and illustrations than from printed texts only (Mayer, Bove, Bryman, Mars, & Tapangco, 1996; Moreno & Valdez, 2005) or from narrations and animations than from narrations only (Mayer & Anderson, 1992; Moreno & Mayer, 1999; Moreno & Mayer, 2002).”
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Najjar, L. J. (1995) · Cited by 18
Özdamlı, F. (2011) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2011.04.378 · Cited by 18
The Split-Attention Principle in Multimedia Learning
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The Effects of Temporal Contiguity and Expertise on Acquisition of Tactical Movements
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“Empirical research also shows that providing both verbal and visual information is effective for learning in practice (e.g., Mayer, 2001; Mayer and Anderson, 1991, 1992; Mayer, et al., 1996).”
Atashpanjeh, H., Behfar, A., Haverkamp, C. R., McClain, M. B., & Al-Ameen, M. N. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-05563-8_1 · Cited by 17
Machmud, M. T., Wattanachai, S., & Samat, C. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-023-10279-0 · Cited by 17
“According to Mayer (1992), the concept of constructivist theory is actively constructed from the knowledge by the individual and knowing is an adaptive process, which organizes the individual’s experiential world.”
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Kim, T. S., Latzke, M., Bragg, J., Zhang, A. X., & Chang, J. C. (2023) · ACM Symposium on User Interface Software and Technology (UIST) · doi:10.1145/3586183.3606770 · Cited by 17
“According to Mayer and Moreno’s principles [58], videos can be cognitively benefcial as verbal and visual explanations allow viewers to build two mental representations [55, 56] without mental overload as audio and visual channels can be processed simultaneously [59].”
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Лейкин, Р., Leikin, M., Waisman, I., & Shaul, S. (2013) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-012-9389-1 · Cited by 17
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“These students would benefit from having these important principles deliberately and carefully pointed out and explained with text or audio (Mayer & Anderson, 1992a).”
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“Learning is improved when the information is referentially processed through two channels (Mayer & Anderson, 1991, 1992; Mayer & Moreno, 1998).”
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Managing Element Interactivity in Equation Solving
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“This effectiveness can be attributed to the modality principle (Moreno and Mayer 1999), which posits that instruction is more effective when verbal and visual information are presented contiguously (Mayer and Anderson 1992; Mousavi, Low, and Swel-ler 1995).”
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“For example, Mayer and colleagues have published numerous studies on using multimedia to help students in understanding scientific explanations ( Mayer and Anderson, 1991, 1992”
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“Although many studies demonstrate large learning gains when instruction includes diagrams (Mayer and Anderson 1992 ; Mayer et al.”
BackgroundConclusion: recommendations and findings of the RED SEED working group
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“Maximization of information retention has been proved to occur when images and narration are delivered simultaneously (Mayer & Anderson 1992; Mayer & Simms 1994; David 1998).”
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Matlen, B. J., Vosniadou, S., Jee, B. D., & Ptouchkina, M. (2011) · eScholarship (California Digital Library) · Cited by 16
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“Contiguity refers to words and pictures presented close to each other in time and space (39, 48).”
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“Although game-based materials are considered an effective component of learning materials related to problem-solving activities, animations are lso an effective approach for assisting learners in imagining processes and carrying out mental representations (Mayer & Anderson, 1992).”
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van Oostendorp, H., Karanam, S., & Indurkhya, B. (2011) · Behaviour and Information Technology · doi:10.1080/0144929x.2011.603358 · Cited by 16
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“They are good for conveying ideas that need to be considered simultaneously and allow individuals to make multiple distinctions easily without increasing cognitive load (Hartley, 1994; Mayer, 1989, 1997, 2003; Mayer & Anderson, 1991, 1992; Mayer & Gallini, 1990; Mayer & Sims, 1994).”
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“…each system has a limited capacity to process information, multimedia can facilitate learning by reducing cognitive load through simultaneously presenting information to both systems (i.e. audio and text) (Chandler & Sweller, 1991; Mayer & Anderson, 1992; Mayer & Moreno, 1998; Mayer & Sims, 1994).”
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“When multimedia is designed such that corresponding text or narration and visual content are not nearby, the cognitive processing demand created by searching and integrating separate pieces of information creates extraneous load for the learner (Mayer and Anderson, 1992; Mayer and Anderson, 1991; Moreno and Mayer, 199…”
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“Mayer and Anderson (1992) carried out an experiment in which groups of students were shown an animation depicting the operation of a bicycle pump with nar-ration either before or during the animation.”
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“The most effective supporting visual in video will not always be the usual figure used in textbooks (Mayer & Anderson, 1992).”
BackgroundValidasi preliminary product Fung-Cube pada pembelajaran fungi untuk siswa SMA
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The effect of semantic multi-modal aids using guided virtual assembly environment
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Multimedia Learning and Working Memory Capacity
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“[9] investigated the comprehension of a text and animation illustrating the operations of a piston.”
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“This training format has been shown to be an effective method of information delivery (see Mayer and Anderson, 1992).”
MethodThe Evaluation of Argument Mapping as a Learning Tool
Dwyer, C. P. (2011) · Arrow@dit (Dublin Institute of Technology) · doi:10.13025/16650 · Cited by 15
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Examining Student Digital Artifacts During a Year-Long Technology Integration Initiative
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“Research suggests that multimedia, a combination of verbal and nonverbal representations, can aid learning (Mayer, 2005; Mayer & Anderson, 1992; Pastore, 2010).”
BackgroundMethodHarris, A. J. L., Belousov, A., Calvari, S., Granados, H. D., Hort, M., Koga, K. T., Mei, E. T. W., Harijoko, A., Pacheco, J., Prival, J.-M., et al. (2017) · Bulletin of Volcanology · doi:10.1007/s00445-017-1141-9 · Cited by 14
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Sherwin, R. K., Feigenson, N. R., & Spiesel, C. O. (2007) · Visual Anthropology · doi:10.1080/08949460601152799 · Cited by 15
Butler, N. D. (2017) · Voice and Speech Review · doi:10.1080/23268263.2017.1370805 · Cited by 18
An Exploratory Study on Simulated Teaching as Experienced by Education Students.
Presnilla-Espada, J. (2014) · Universal Journal of Educational Research · doi:10.13189/ujer.2014.020106 · Cited by 17
MULTIMEDIA PRINCIPLE IN TEACHING LESSONS
Jabbour, K. K. (2012) · Acta Didactica Napocensia · Cited by 14
Hasebrook, J. P., & Gremm, M. (1999) · Cited by 14
Too Real? The Future of Virtual Reality Evidence
Feigenson, N. R. (2006) · Law & Policy · doi:10.1111/j.1467-9930.2006.00227.x · Cited by 14
Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer
Lee, H. S., Betts, S., & Anderson, J. R. (2016) · The Journal of Experimental Education · doi:10.1080/00220973.2016.1180277 · Cited by 14
“The provision of external visual representations is also known to facilitate scienti fi c problem solving (Mayer, 1989; Mayer & Anderson, 1991, 1992; Lehrer & Schauble, 1998; Penner, Giles, Lehrer, & Schauble, 1996).”
BackgroundINTRODUCTION TO MULTIMEDIA LEARNING
Mayer, R. E. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511811678.002 · Cited by 14
Self-citationThe impact of visual cues on reducing cognitive load in interactive storybooks for children
Bali, C., Várkonyi, G., Szabó, M., & Zsido, A. N. (2025) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2025.106320 · Cited by 13
Veldhuis, G. A., Smits-Clijsen, E., van Waas, R. P. M., Hof, T., Maccatrozzo, V., Rouwette, E. A. J. A., & Kerstholt, J. H. (2025) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2025.100613 · Cited by 19
Metadata
- Authors
- Mayer, R. E., & Anderson, R. B.
- Affiliations
- University of California, Santa Barbara (US)
- Venue
- Journal of Educational Psychology
- Published
- 1992-12
- Volume
- 84
- Issue
- 4
- Pages
- 444-452
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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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