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Signaling as a cognitive guide in multimedia learning.
Abstract
In 3 experiments, students received a short science lesson on how airplanes achieve lift and then were asked to write an explanation (retention test) and to write solutions to 5 problems, such as how to design an airplane to achieve lift more rapidly (transfer test). For some students, the lesson contained signals, including a preview summary paragraph outlining the 3 main steps involved in lift, section headings, and pointer words such as because or as a result. The signaling did not add any additional content information about lift but helped clarify the structure of the passage. Students who received signaling generated significantly more solutions on the transfer test than did students who did not receive signaling when the explanation was presented as printed text (Experiment 1), spoken text (Experiment 2), and spoken text with corresponding animation (Experiment 3). Results are consistent with a knowledge construction view of multimedia learning in which learners seek to build mental models of cause-and-effect systems.
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“Results suggested that students receiving the lesson with signals performed significantly better in the problem-solving task than those who did not.”
From Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment (2007) · cites this paper as Mautone and Mayer (2001)
In the citing paper
“Furthermore, Mautone and Mayer (2001, Experiment 3) investigated the effect of signaling in a narrated animation and found that signaling was only effective when both the animation and the narration were signaled (signaled words were spoken with a slower, deeper intonation), but not when only the animation or the narration was signaled.”
From Interactivity in Video-based Models (2007) · cites this paper as Mautone and Mayer 2001
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InfluentialComputer-Animations In Education: The Impact Of Graphical Quality (3D / 2D) And Signals
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“In a different perspective; Mautone and Mayer (2001) examined the effect of signaling with not only written text, but also narration and animation via three different experiments with college students.”
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“Textual signals can make topics, topic shifts, and topic connections explicit (Lorch 1989) and help learners identify the material ’ s organisational structure (Mautone and Mayer 2001).”
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Lenski, S., & Großschedl, J. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.807627 · Cited by 6
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“With the exception of studies by Mautone and Mayer (2001), where a narrator signaled important content by inserting a heading sentence, little is known about spoken cues.”
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“Last but not least, one can apply signaling [12], which entails stressing the parts of a text (or here: visual imagery of a certain to be learned mechanism) that are most important to understanding how different parts of a text relate to each other.”
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“In addition to this, making the di ff erence remarkable in the multimedia using cueing and signaling will enhance the success of detection (Mautone & Mayer, 2001; Ozcelik, Arslan-Ari, & Cagiltay, 2010).”
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“In addition, Mautone and Mayer (2001) defined signaling as presenting cues to learners in an effective way to process the instructional material (Mayer, 2013).”
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“…other words, color signaling has an attention-guiding effect, and it can maintain learner’s attention on that information, causing them to invest more attention resources on it and promoting learning effects; this is consistent with previous studies (Mautone and Mayer, 2001; Ozcelik et al., 2010).”
ResultImplications of the Four Component Instructional Design Model for Multimedia Learning
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“Mautone & Mayer (2001) explained that when information and basic content synchronizes with a confusing presentation, the learners' attention distracts because they try to process difficult information, and hence this causes negative effects through increasing their cognitive load.”
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“…provide cues that are important for the reading processing, help readers to form a representation of the organizing chart of the article, and ultimately promote both reading comprehension and retention (Lorch et al., 1993; Lorch and Lorch, 1996; Mautone and Mayer, 2001; Ponce and Mayer, 2014).”
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“2011; Park and Lim 2007; Chen and Wang 2011), & promoting cognitive change (Mautone and Mayer 2001; Mariano et al. 2009), & increasing the likelihood that readers use cognitive and self-regulation strategies (Rockinson-Szapkiw et al.”
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“Cueing refers to the manipulation of visuospatial characteristics of instructional materials (Mautone and Mayer, 2001), such as distinctive colors, arrows, labels, picture references, and mode of arrangement, which can draw students’ attention to related content and decrease the associated extraneous cognitive load (D…”
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“These findings are in line with prior signaling principle research (Mautone & Mayer, 2001).”
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DaCosta, B. (2018) · Journal of International Crisis and Risk Communication Research · doi:10.6084/m9.figshare.7524611 · Cited by 3
Motivating Low-Achieving Learners to Use Mobile Assistive Courseware through Signaling Principle
Mutalib, A. B. A., Zulaiha, A., & Jelani, S. A. (2019) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v13i04.10527 · Cited by 3
Ge, S., & Lai, X. (2021) · International Journal of Educational Technology and Learning · doi:10.20448/2003.101.40.46 · Cited by 3
“Mautone and Mayer (2001) used the cues like arrows, color, and summary icons in an animation on how airplanes fly and found, after comparing the cued and uncued animation conditions, that cueing is beneficial to knowledge transfer.”
MethodSchweppe, J., & Rummer, R. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9336-0 · Cited by 3
“…many of the multimedia principles either refer to attention (e.g., the coherence principle, Mayer, Heiser, and Lonn 2001, the signaling principle, Mautone and Mayer 2001), or to the influence of prior knowledge in long-term memory (e.g., the expertise reversal principle, Kalyuga, Ayres,…”
BackgroundImpact of audio text, visual text and cueing on cognitive load and performance
Mein, N. N. (2005) · Human Biology · Cited by 3
Investigating learning with a navigable concept map
Chu, S. (2008) · Summit (Simon Fraser University) · Cited by 3
Conceptual model design for better understanding
Masri, K. (2009) · Summit (Simon Fraser University) · Cited by 3
Metadata
- Authors
- Mautone, P. D., & Mayer, R. E.
- Affiliations
- University of California, Santa Barbara (US)
- ORCID
- Mayer, Richard E.
- Venue
- Journal of Educational Psychology
- Published
- 2001-06
- Volume
- 93
- Issue
- 2
- Pages
- 377-389
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2054045882
- Cited by
- 444
- References
- 24
- Citations by year
- 2026: 16 · 2025: 19 · 2024: 20 · 2023: 22 · 2022: 23 · 2021: 34 · 2020: 21 · 2019: 20 · 2018: 25 · 2017: 18 · 2016: 17 · 2015: 23 · 2014: 13 · 2013: 22 · 2012: 23
- FWCI
- 8.00
- 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
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- signaling, cognitive guidance, multimedia learning, knowledge construction, mental models, transfer of learning, text structure, spoken text, animation, science instruction
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