The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
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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Clark, R. C., & Mayer, R. E. (2011) · Wiley eBooks · doi:10.1002/9781118255971.refs
Self-citation(2019) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-0465-9.ch002
Clark, R. C., & Mayer, R. E. (2016) · Wiley eBooks · doi:10.1002/9781119239086.refs
Self-citation(2021) · PNRPU Linguistics and Pedagogy Bulletin · doi:10.15593/2224-9389/2020.4.11
“При этом важны цветовые сочетания (красный-зеленый, желтый-фиолетовый, синий-оранжевый) [22].”
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Nadolny, L. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1431086
Kurniasih, E., Pusparini, R., Sumarniningsih, S., & Fahri, F. (2023) · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · doi:10.2991/978-2-38476-008-4_205 · Cited by 1
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Sunarni, S. (2023) · Molang Journal Islamic Education · doi:10.32806/tmv18f86
Amacker, V., Wilhelm, M., Bollmann, S., & Brovelli, D. (2024) · Zeitschrift für Didaktik der Naturwissenschaften · doi:10.1007/s40573-024-00170-7
CONTENT COMPONENTS AND TECHNIQUES OF INFOGRAPHICS FOR ACHIEVING SUSTAINABLE SOCIAL HOMOGENEITY
Budnyk, A. (2024) · Humanities science current issues · doi:10.24919/2308-4863/72-1-10
Signaling Information into Storybooks: The Effects on Preschool Children’s Comprehension
Colliot, T. (2025) · The Journal of Experimental Education · doi:10.1080/00220973.2025.2513251
An exploratory study of a new concept macrostructure measure when learning history in middle school
Chen, X., Wang, W., Peng, C., Guo, W., & Clariana, R. B. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10536-4
“But many students are unable to go beyond the microstructure of a text (Mautone & Mayer, 2001; Meyer et al., 1980).”
Examining User Interactions With Signaling Elements in a Virtual Reality Learning Application
Fang, E., Kulasingam, R., Cheng, F., Peterson, M., Delgado, C., & Chen, K. (2025) · Proceedings of the Human Factors and Ergonomics Society Annual Meeting · doi:10.1177/10711813251360711
“Signaling elements, or visual cues designed to emphasize specific instructional components, have shown to be effective in both traditional media and IVR, demonstrating enhanced knowledge retention and transfer (Li et al., 2023; Mautone & Mayer, 2001; Schneider et al., 2018).”
Andrzejewska, M., Stolińska, A., & Baran, W. (2025) · Applied Sciences · doi:10.3390/app152111503 · Cited by 1
The Facilitating Role of Signals in Multimedia Learning
罗, 爽. (2024) · Advances in Social Sciences · doi:10.12677/ass.2024.13121069
Sun, J. C., Lin, T.-Y., Hsieh, P.-H., & Chang, W.-L. (2025) · Journal of Educational Computing Research · doi:10.1177/07356331251399685
“Within Mautone & Mayer, 2001s CTML, it is emphasized that students ’ experience with manageable tasks lowers perceived dif fi culty and enhances cognitive ef fi ciency and con fi dence, as re fl ected in the lower challenge score of the experimental groups, though possibly at the cost of situational…”
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Özkan, S. E., & Aşkın, O. (2025) · İletişim Kuram ve Araştırma Dergisi · doi:10.47998/ikad.1686844
Static Visual Displays for Deeper Understanding
Renkl, A., & Schwonke, R. (2013) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-62396-235-720251011 · Cited by 1
Fostering Multimedia Learning of Mathematics
Atkinson, R. K., Lusk, M. M., & Koenig, A. D. (2008) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-942-220251005
Ramsay, C. M., & Sperling, R. A. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-531-820251012
Ahsun, U. W., & Narod, F. B. (2013) · Springer eBooks · doi:10.1007/978-94-007-7389-9_15
“Indeed, Mautone and Mayer [25] reported that when using computer animations, an important aspect to consider is the “detection of information by the learners, especially if the latter are novices”.”
BackgroundInfluentialDesign effects and applicable scenarios of cueing in digital learning materials: a meta-analysis
Yang, S., Wei, F., Zheng, S., & Yang, K. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2591860
“The cueing principle, which is used to guide the learner’s attentional process (Mautone & Mayer, 2001), is also known as the attention-guiding principle (Schneider et al., 2018b).”
Online Learning and Teaching at Scale in Chinese Higher Education
Jingjing, Z., & Yicheng, H. (2025) · Springer eBooks · doi:10.1007/978-981-95-2415-0_11
Optimizing Signaling Strategies in Online Teaching: A Data-Driven Approach
Osipenko, M. (2026) · Multimedia · doi:10.3390/multimedia2010002
“Foundational studies in text processing (e.g., Lorch [13]; Lorch Jr. and Lorch [14]; Mau-tone and Mayer [15]) established that organizational markers and other structural signals enhance comprehension and recall by guiding learners’ processing strategies.”
Teaming Up With an AI Agent: Training Humans to Develop Human-Agent Teamwork Skills
Farah, Y. A., Kim, J. W., Newendorp, A. K., Abadi, G. S., Dorneich, M. C., & Gilbert, S. B. (2026) · Journal of Cognitive Engineering and Decision Making · doi:10.1177/15553434261430062
“These provided written indications of crucial information they would receive that day in advance (attentional cueing) (Mautone & Mayer, 2001).”
Wang, Q., Wang, Y., Wei, T., & Fu, S. (2026) · Scientific Reports · doi:10.1038/s41598-026-45101-3 · Cited by 3
“According to signaling theory, clear visual structures—such as hierarchical headings or cue words—can guide consumers to quickly locate key content, reducing the ineffective use of cognitive resources 27,35 and thus lowering extraneous cognitive load.”
Ma, X., & Shi, B. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106731
Samsudin, A., Zahran, M., & Kapıcı, H. Ö. (2026) · Computers in the Schools · doi:10.1080/07380569.2026.2655613
Theory, Practice, and Challenges for Teaching Visual Literacy in Science
McTigue, E. M., & Coleman, J. M. (2013) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-62396-206-720251016
Pu, W., Park, S., Dore, R. A., Bonus, J. A., & Hassinger‐Das, B. (2026) · Computers & Education · doi:10.1016/j.compedu.2026.105673
Li, H., & Pei, B. (2026) · Lecture notes in computer science · doi:10.1007/978-3-032-29763-1_44
Schrader, C., Diekmann, C., Kunz, M., Albrecht, A., Hansen, C., & Schott, D. (2026) · Computers & Education X Reality · doi:10.1016/j.cexr.2026.100172
Effects of the question wait time and question positions on scientific concept learning from video
Wang, H., Xue, Z., Zhang, Y., & Hu, W. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14094-x
“The result is consistent with the Multimedia Cognitive Theory, which suggests that when a clue attracts the attention and alertness of students, it will inevitably increase the degree of students’ attention to the task-related materials pointed to by the clue (Mautone & Mayer, 2001).”
On the Measurement of Learner Experience in Online Tutorials
Schrepp, M., Santoso, H. B., & Thomaschewski, J. (2026) · Lecture notes in business information processing · doi:10.1007/978-3-032-25534-1_16
Li, Y., & Du, X. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1848365
“Prior research has consistently validated the effectiveness of embedding visual or social cues in learning materials such as instructional videos relative to cue-free conditions (De Koning et al., 2007; Mautone and Mayer, 2001).”
Retrieval enhanced learning: Does it matter what topic is to be learned?
Scott, I. M., Frewin, T., Hui, Q., Woods, N. N., & Eva, K. W. (2026) · Advances in Health Sciences Education · doi:10.1007/s10459-026-10573-5
Morgan, H., & Stafford, A. (2026) · Accounting Education · doi:10.1080/09639284.2026.2737098
Lötscher, F., Lohmann, J. F., Trüb, R., Junge, F., Møller, J., & Keller, S. (2026) · Applied Studies in Innovative Learning and Teaching · doi:10.1016/j.asilt.2026.100014
Text and mimesis: Reconfiguring technology and adult learning
Recchia, N. P. (2011) · USF Scholarship Repository (University of San Francisco)
The cognitive effects of verbal redundancy and animated concept maps on learning
Adesope, O. (2010) · Summit (Simon Fraser University)
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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