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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“The contiguity principle is derived from a dual coding theory (Clark & Paivio, 1991; Mayer & Anderson, 1991; Paivio, 1971, 1990).”
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“An informal spoken narrative has been shown by numerous authors to reinforce learning (Lowe, 2003; Mayer and Anderson 1992; Sweller, 1994; “personalization effect”, Mayer, 2003; Table 1).”
BackgroundSearch Algorithms Learning Based on Cognitive Visualization
Bilousova, L. I., Gryzun, L., Zhytienova, N. V., & Pikalova, V. V. (2019) · International Conference on ICT in Education, Research and Industrial Applications: Integration, Harmonization and Knowledge Transfer (ICTERI) · doi:10.55056/ceur-ws.org/vol-2387/20190472.pdf · Cited by 7
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“Empirical studies (e.g. Doolittle, 2002; Mayer and Anderson, 1992; Mayer and Gallini, 1990; McKay, 1999) discuss and demonstrate the potential and conditions for visual and multimedia illustrations to be helpful in comprehending science texts.”
BackgroundResearch-based Principles for Multimedia Presentation
Park, O.-C., & Etgen, M. P. (2000) · Springer eBooks · doi:10.1007/0-306-47584-7_11 · Cited by 7
“Peterson, Webb, Stock & Kulhavy, 1993; Stock, Kulhavy, Webb, Pridemore, & Verdi, 1993), solving physics or mechanical problems ( Mayer & Anderson, 1991, 1992; Mayer & Sims, 1994; Mayer, Steinhoff, Bower, & Mars, 1995), and comprehending technical documents (Chandler & Sweller, 1992).”
BackgroundDynamic Visualizations: A Two-Edged Sword?
Lowe, R. (2013) · Springer eBooks · doi:10.1007/978-1-4614-7485-2_23 · Cited by 7
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“Most of the research in this field studies the students’ use of representations in conjunction with textual information (Mayer and Anderson 1992; Winn 1991).”
BackgroundJamet, É., Bohec, O. L., & Hidrio, C. (2003) · Document numérique · doi:10.3166/dn.7.1-2.25-38 · Cited by 11
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Self-citationPRINCIPLES FOR REDUCING EXTRANEOUS PROCESSING IN MULTIMEDIA LEARNING
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Self-citationThe Effect of Tour Type on Visitors’ Perceived Cognitive Load and Learning
Winkle, C. M. V. (2012) · Journal of Interpretation Research · doi:10.1177/109258721201700104 · Cited by 7
“Research conducted by Mayer and others (Mayer, 2001; Mayer & Anderson, 1991; Mayer & Anderson, 1992; Mayer & Moreno, 1998; Moreno & Mayer, 2000; Moreno & Mayer, 2004; Sweller, 2005) reveals that multimedia learning environments present unique challenges and design of multimedia educational material…”
BackgroundEvaluating multimedia presentations
Faraday, P., & Sutcliffe, A. (1997) · New Review of Hypermedia and Multimedia · doi:10.1080/13614569708914682 · Cited by 7
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Sica, L., Veneri, A. D., & Miglino, O. (2012) · InTech eBooks · doi:10.5772/29025 · Cited by 8
“…model (multimedia) rich of clues and recovery (Mayer & Anderson, 1991); the spatial and temporal proximity of stimuli that facilitate learning (Mayer & Anderson, 1992); the relevance or consistency of the material proposed (Harp & Mayer, 1998); the 1 This project has been funded with support…”
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“…score ¼ control score þ mean difference score � group code 0; 1½ �ð Þ: Focus group data was analysed through an interpretivist perspective in order to capture and analyse the ‘lived experience’ from the perspective of the students undertaking the short course (McChesney and Aldridge 2019).”
MethodAuthors, V. (2009) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v10i3.1104 · Cited by 6
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“These two theoretical models are supported by the results of many studies (Mayer, 1989; Mayer and Anderson, 1991, 1992).”
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“The effectiveness of using visualization and prototypes for communication has been mentioned numerous times in the psychology literature (Finke, 1996; Mayer & Anderson, 1992).”
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BackgroundWhat do scientist and non-scientist teachers notice about biology diagrams?
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“There are many studies which show that students who used integrated (diagram-based with text) teaching and learning methods were better able to understand (e.g. Davenport et al. 2007; Butcher 2006; Mayer and Anderson 1992).”
BackgroundVisualization and establishment of product design regulations as interactive modules
Blomé, M. (2015) · Journal of Systems and Information Technology · doi:10.1108/jsit-11-2013-0061 · Cited by 6
An Experiment on the Short-Term Effects of Engagement and Representation in Program Animation
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“This observation would be consistent with the dual coding theory (Paivio, 1986), and its application in the context of multimedia instruction (Mayer & Anderson, 1992; Elliott, Alty, Al-Sharrah, & Beacham, 2002).”
ResultLearning From Technical Documents: The Role of Intermodal Referring Expressions
Dupont, V., & Bestgen, Y. (2006) · Human Factors The Journal of the Human Factors and Ergonomics Society · doi:10.1518/001872006777724462 · Cited by 6
“Many studies have shown that illustrations improve the comprehension of narrative, informative, and procedural texts (e.g., Ellis, Whitehill, & Irick,1996; Glenberg&Langston,1992; Gyselinck & Tardieu, 1999; Kalyuga, Chandler, & Sweller, 2000; Mayer & Anderson, 1991, 1992).”
BackgroundTest Takers and the Validity of Score Interpretations
Kopriva, R., Thurlow, M. L., Perie, M., Lazarus, S. S., & Clark, A. K. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1158111 · Cited by 7
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Eye-tracking viewers' processing of web-based multimedia information
Liu, H. (2009) · Joint Conferences on Pervasive Computing · doi:10.1109/jcpc.2009.5420094 · Cited by 6
“Based on empirical results from several studies, Mayer proposed a multimedia principle arguing that better learning results from using both words and pictures than using words alone [6][8][9].”
ResultThe Redundancy Effect on Retention and Transfer for Individuals with High Symptoms of ADHD
Brown, V. S., Lewis, D., & Toussaint, M. (2016) · Journal of the American Academy of Special Education Professionals · doi:10.64546/jaasep.315 · Cited by 6
“In most cases, the modality effect allows learners to process stimuli simultaneously via separate subsystems to perform better than those who learn through a single mode of instruction (Kalyuga & Sweller, 2014; Mayer & Anderson 1991; Mayer & Anderson, 1992; Moreno & Mayer, 1999; Penney, 1989).”
Does text–picture integration also occur with longer text segments?
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Monkman, H., Kushniruk, A. W., Borycki, E. M., Sheets, D. J., & Barnett, J. (2020) · JMIR Human Factors · doi:10.2196/15913 · Cited by 6
“Mayer and Anderson [48] also noted how differences in content make information more or less suitable for multimedia instruction.”
BackgroundInfluentialA Study of the POS Keyword Caption Effect on Listening Comprehension
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“The learning theory revealed that too much noise would destroy the assisted learning effects [5].”
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Graesser, A. C., Olde, B. A., Pomeroy, V., Whitten, S. N., Lu, S., & Craig, S. D. (2005) · Dialnet (Universidad de la Rioja) · Cited by 6
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“Beneficial effects of animation on learning audio texts are observed when the audio commentary is presented at the same time as the animation, but not when it follows or precedes the animation ( Mayer & Anderson, 1991, 1992 ).”
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“This temporally uncoordinated presentation may hinder learners ’ effective attention allocation, thus increasing extraneous load (Mayer & Anderson, 1992; Xie et al., 2019).”
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“The timing of audible information impacts the performance of participants according to previous literature (Mayer & Anderson, 1992).”
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Zongker, D. E., & Salesin, D. (2003) · Cited by 5
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“Many studies investigating animation effects in learning have focused on a comparison of the learning effects of computer animation (with or without text) to static graphics [1], [12], [14], [15], [16], [17].”
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“bally or only nonverbally [30, 31].”
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“Further, students learn more from animation that is coupled with narration than students who were presented with information from animation and printed text only (Mayer and Anderson 1991; Mayer and Anderson 1992; Mayer and Moreno 1998; Moreno and Mayer 1999; Kalyuga et al. 2000; Moreno et al. 2001; Moreno and Mayer 20…”
BackgroundFacilitating Role of 3D Multimodal Visualization and Learning Rehearsal in Memory Recall
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“…reality and its infl uence on learning performance have suggested there are cognitive benefi ts of interactive 3D visualizations on students' understanding of abstract concepts ( Mayer & Anderson, 1992 ; Tversky, Bauer-Morrison, & Betrancourt, 2002 ; Schwan & Riempp, 2004 ; Betrancourt, 2005 ).”
BackgroundSearching User-Controllable Animations During Learning
Lowe, R. (2008) · Springer eBooks · doi:10.1007/978-0-387-73337-1_8 · Cited by 5
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Self-citationUnderstanding and designing animations in the user interfaces
Chalbi, A. (2018) · theses.fr (ABES) · doi:10.70675/0f98cc1ez1123z49b7zb092z644973aaabe8 · Cited by 5
Gaikwad, V. (2013) · Open Research Exeter (University of Exeter) · Cited by 5
Enhancing Deliberativeness: Evaluating the Impact of Multimodal Reflection Nudges
Yeo, S., Jiang, Z., Tang, A., & Perrault, S. T. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714189 · Cited by 7
“This modality adheres to the temporal contiguity principle , synchronizing narration with animations to ensure that verbal and visual information are presented together for better cognitive processing [130, 131, 142, 143].”
Southard, S., & Young, K. (2018) · The Journal of Public and Professional Sociology · doi:10.62915/2154-8935.1130 · Cited by 4
“However, the value of the multimedia is contingent upon its appropriate use, selection and placement (Mayer & Anderson, 1992).”
BackgroundSyanas, K. L. N., Saputro, S., Indriyanti, N. Y., & Mulyani, S. (2019) · JKPK (Jurnal Kimia dan Pendidikan Kimia) · doi:10.20961/jkpk.v4i3.38108 · Cited by 4
Jian, Y., & Cheung, L. Y. T. (2024) · Reading and Writing · doi:10.1007/s11145-023-10509-0 · Cited by 4
“The multimedia effect, or the advantages of reading text with diagrams over text-only reading (Mayer, 2003), has been found to manifest in memory retention, deep comprehension, and inference generation on content (Butcher, 2006; Mayer & Anderson, 1992; Mayer & Gallini, 1990).”
Emotional facial expression interface: effects of displayed facial designs
Dupré, D., Dubois, M., Mandran, N., & Tcherkassof, A. (2010) · Ergonomie Et Informatique Avancée · doi:10.1145/1868650.1868657 · Cited by 4
“A last scenario was also developed to elicit no emotion, the resulted videos are regarded as "neutral emotional facial expression" (see [ 18 ] for details) 1 .”
BackgroundLee, W. W.-K., & Klionsky, D. (2014) · Autophagy · doi:10.4161/auto.27965 · Cited by 2
“Some of the effect may also be due to temporal contiguity, which suggests that people learn more deeply when the multimedia information is presented simultaneously rather than successively, achieving temporal contiguity.(14,16,17) Another way to phrase this is that learning occurs best when the words and pictures are…”
BackgroundNaïve conceptions about multimedia learning: a study on primary school textbooks
Colombo, B., & Antonietti, A. (2013) · Frontiers in Psychology · doi:10.3389/fpsyg.2013.00450 · Cited by 4
“…De La Fuente, University of Almería, Spain Reviewed by: Jesus De La Fuente, University of Almería, Spain Kuan-Chung Chen, National University of Tainan, Taiwan *Correspondence: Barbara Colombo, Psychology Department, Catholic University of the Sacred Heart, Largo Gemelli 1, 20123 Milano, Italy…”
BackgroundMayer, R. E. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511811678.011 · Cited by 4
Self-citation
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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