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)
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“The findings of some studies (e.g., Mayer & Anderson, 1991, 1992; Mayer & Sims, 1994) demonstrated that the students who listened to a narration about how a bicycle tire pump works while at the same time viewed the related animation generated 50% more useful problem-solving solutions than did the…”
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“This particular result also supports the findings of several other studies (Dwyer, 1994; Hegarty, 1992; Mayer & Anderson, 1992; Reiber, 1990) where it was found that animation can help to make the dynamic content easier to understand and to explain how things work.”
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“Cognitive load theory (CLT: Ayres & Sweller, 2005; Sweller et al., 1998, 2019), the cognitive theory of multimedia learning (CTML: Mayer, 2017; Mayer & Anderson, 1991, 1992; Mayer & Sims, 1994), and the related dual-coding theory (DCT; Clark & Paivio, 1991; Mayer & Anderson, 1991) have been…”
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“…memory to function, if the verbal and visual messages are not excessively complex (Baddeley, 1992; Bodemer, et al., 2004; Mayer & Moreno, 2002), but are presented to students through visual and verbal modalities simultaneously rather than separately (Mayer & Anderson, 1992; Mayer et al., 1999).”
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“External integration of related information elements has been proposed as a solution to reducing extraneous load associated with split attention (Chandler & Sweller, 1991, 1992, 1996; Mayer & Anderson, 1991, 1992).”
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“Building these two mental representations and the connections between them has been found to help students learn (eg, to provide useful solutions to problems; Mayer & Anderson, 1992 ).”
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Multimedia Learning: The Science of Instruction: Determining What Works in Multimedia Learning
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Self-citationMultimedia learning trumps retrieval practice in psychology teaching
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“…theory, learners’ prior knowledge is a critical factor in successful learning: multimodal representation will be more beneficial for those who have low prior knowledge, as those with high prior knowledge can generate their mental images without visual aids (Mayer, 1997; Mayer & Anderson, 1992).”
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“…studies have provided a preliminary understanding of the effect of multiple representations of learning kinematics concept (Hegarty et al., 2003; Mayer & Anderson, 1992), and of the cognitive process of constructing kinematic representations of a mechanical system while reading an illustrated…”
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Understanding the role of prior knowledge in a multimedia learning application
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“This test procedure followed the conventional paradigm used to evaluate the mental model constructed during multimedia learning (Mayer & Anderson, 1992).”
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Mayer, R. E. (2007) · Reviews of Human Factors and Ergonomics · doi:10.1518/155723408x299861 · Cited by 12
Self-citationResearch-Based Guidelines for Designing Blended Learning
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“The integration of text and graphics stimulates a deeper level of knowledge organization processing among learners than using words alone (Mayer & Anderson, 1991 , 1992 ; Mayer, 2003).”
Salzmann, S., Walther, C. M., & Kaspar, K. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1584695 · Cited by 13
“Animations use dynamic graphical elements to represent complex phenomena in a visually engaging and illustrative manner, potentially enhancing the comprehensibility of scientific explanations (Glaser and Schwan, 2015; Mayer and Anderson, 1992; Mayer and Moreno, 2002).”
Effects of using depth and motion in virtual reality to enhance Language learning
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“Hypotheses 1 and 2 Considering that the effectiveness of the multimedia principle has been demonstrated in numerous studies (Mayer and Gallini 1990; Mayer and Anderson 1991, 1992; Mayer et al. 1996; Ponce and Mayer 2014), and that the application of the augmented multimedia principle represents its…”
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“Results showed that learners in the simultaneous group obtained better learning results than learners in the sequential groups (for similar results, see also Mayer & Anderson, 1992; Mayer & Sims, 1994).”
ResultA Meta Analysis on Effective conditions to Offer Animation Based Teaching Style
Kaushal, R., & Panda, S. N. (2019) · Malaysian journal of learning & instruction · doi:10.32890/mjli2019.16.1.7317 · Cited by 18
“…environment as an effective teaching methodology (Berney & Bétrancourt, 2016; Höffler & Leutner, 2007; Large, Beheshti, Breuleux, & Renaud, 1996; Mayer & Anderson, 1992; O. Park & Gittelman, 1992; Rieber, 1990; Stebner, Kühl, Höffler, Wirth, & Ayres, 2017) while there are a few other studies…”
Análise do valor didático de imagens presentes em livros de Biologia para o ensino médio
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Temporal, but not Spatial, Contiguity Effects While Studying an Interactive Geographic Map
Crooks, S. M., White, D., Srinivasan, S., & Wang, Q. (2008) · Journal of educational multimedia and hypermedia · Cited by 8
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A developmental study on a SPAT design model for mobile learning
Park, S. (2018) · Educational Technology Research and Development · doi:10.1007/s11423-018-9630-x · Cited by 8
The Use of Visuals in Undergraduate Neuroscience Education: Recommendations for Educators
Sahiti, Q., & Stamp, J. A. (2021) · Teaching of Psychology · doi:10.1177/00986283211000326 · Cited by 8
“Mayer and Anderson (1992) further supported Clark and Paivio’s (1991) dual coding theory in their experiments investigating problem solving ability and retention of the mechanics of a bicycle tire pump or automobile brakes among students who were given animations or narrations alone, animations and…”
BackgroundTorgersen, G.-E., & Boe, O. C. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.545335 · Cited by 19
Enhancing English Vocabulary Learning through Mobile Apps: A New Paradigm in Educational Technology
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“The new era of practices as defined by education is certainly announced by the clearer visibility of these advances (Mayer, 1997; Mayer & Anderson, 1992).”
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Evaluation of different teaching methods used in physiology lectures
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Investigating the Use of Text Positions on Videos: An Eye Movement Study
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“The contiguity principle was also suggested for instructional animations to promote learning (Mayer & Anderson, 1992; Mayer & Moreno, 2002; Mayer & Sims, 1994).”
BackgroundMethodSelf-Regulation of Learning with Multiple Representations in Hypermedia
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A Learning Environment for Mental Visualization in Electromagnetism
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Sound Localization: Information Theory Analysis
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“Narration given before or after the animated sequence is not as effective as that given concurrently with the sequence (Mayer & Anderson, 1991).”
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Using three-dimensional interactive graphics to teach equipment procedures
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“The guidelines are also based on research reports of the effective use of graphics, video, and text in procedural instruction (Baggett, 1987 & 1989; Bieger & Glock, 1982; Mayer & Anderson, 1992; Nugent, 1988; Palmiter & Elkerton, 1993; Palmiter, Elkerton, & Baggett, 1991; Park & Gittelman, 1992; Wetzel et al., 1994) a…”
BackgroundThe role of working memory in following instructions
Yang, T. (2011) · White Rose eTheses Online (University of Leeds, The University of Sheffield, University of York) · Cited by 8
Gehret, A. U., & Elliot, L. B. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10476-z · Cited by 21
“The temporal contiguity principle in CTML involves narrating simultaneously with visual cues because it reduces the cognitive processing of retaining either the audio or visual information in working memory while waiting for the other (Ginns, 2006; Mayer & Anderson, 1991, 1992).”
Do you “like” my tweets? Exploring verbal and visual cues in traveler’s dual-coding process
Luo, Y., Zheng, J., Tang, L. R., Wang, X., & Yang, L. (2025) · Journal of Travel & Tourism Marketing · doi:10.1080/10548408.2025.2455436 · Cited by 9
“Studies, like Mayer and Anderson (1992) and Paivio and Lambert (1981), show that presenting both modalities enhances problem-solving and memory recall.”
LeeJaeShin (2012) · 인지과학 · doi:10.19066/cogsci.2012.23.4.002 · Cited by 7
Examining competing hypotheses for the effects of diagrams on recall for text
Ortegren, F. R., Serra, M. J., & England, B. D. (2014) · Memory & Cognition · doi:10.3758/s13421-014-0429-7 · Cited by 7
The Effectiveness of Mobile Application in Learning Malay Foreign Language
Sung, C. M., Ahmad, M., Mansor, N. R., Rashid, R. A., & Chua, N. A. (2020) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1529/4/042064 · Cited by 7
“Mayer and Anderson (1992) have suggested that the instructional design principle called the contiguity principle, which states the effectiveness of multimedia instruction ’ s increase when words and pictures are presented together in the equivalent time or space (Mayer and Anderson, 1992).”
Background
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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