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

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.

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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“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,…”
BackgroundMethodSelf-citation
Animations 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 5×
“The contiguity principle is derived from a dual coding theory (Clark & Paivio, 1991; Mayer & Anderson, 1991; Paivio, 1971, 1990).”
BackgroundMethodInfluentialSelf-citation
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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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