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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In the citing paper
“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
Cites
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Dual coding theory and education
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When is an illustration worth ten thousand words?
Mayer, R. E., & Gallini, J. K. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.715 · Cited by 1,051 · cited 2×
“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-citationAnimations 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).”
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Self-citationQualitative Reasoning About Physical Systems
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1 Problems in Knowledge Acquisition from Text and Pictures
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6 Understanding Visual and Verbal Messages
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The Electronic Archive: Scientific Publishing for the 1990s
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Improving aural comprehension in white and in black children pictures versus print
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Cited by
Sorted by citations
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Self-citationMayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Self-citationCognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Mayer, R. E., & Moreno, R. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_6 · Cited by 4,207
“Forexample, in a series of eight studies carried out in our laboratory at UCSB (Mayer & Anderson, 1991, Experiments 1 and 2a; Mayer & Anderson, 1992, Experiments 1 and 2; Mayer, Moreno, Boire, & Vagge, 1999, Experiments 1 and 2; Mayer & Sims, 1994, Experiments 1 and 2), students performed better on…”
BackgroundSelf-citationThe Psychology of Learning and Motivation
Ross, B. H. (2012) · Cited by 2,631
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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