The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?
Abstract
In 2 experiments, students received 2 presentations of a narrated animation that explained how lightning forms followed by retention and transfer tests. In Experiment 1, learners who were allowed to exercise control over the pace of the narrated animation before a second presentation of the same material at normal speed (part-whole presentation) performed better on transfer but not retention tests compared with learners who received the same 2 presentations in the reverse order (whole-part presentation). In Experiment 2, learners who were allowed to exercise control over the pace of the narrated animation across 2 presentations (part-part presentation) performed better on transfer but not retention tests compared with learners who received the same 2 presentations at normal speed without any learner control (whole-whole presentation). These results are consistent with cognitive load theory and a 2-stage theory of mental model construction.
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In the citing paper
“The self-pacing effect was reported by Mayer and Chandler (2001), who found that it was beneficial to give learners control over the pace of an instructional animation, probably because it helps them deal with the transient nature of this information.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Mayer and Chandler (2001)
In the citing paper
“Experiment 2 employed a learning material on lightning formation that has been widely used in prior studies in educational psychology (e.g., Mayer and Chandler, 2001; Mayer et al., 2003; Bender et al., 2021).”
From Testing the testing effect on prolific: when retrieval practice fails to boost learning (2026) · cites this paper as Mayer and Chandler, 2001
In the citing paper
“Prior to viewing the video, participants completed a questionnaire assessing prior meteorological knowledge, consisting of eight items rated on an 11-point scale. This questionnaire was designed and used (among others) by Mayer and Chandler (2001) to retrospectively exclude participants scoring higher than six.”
From Testing the testing effect on prolific: when retrieval practice fails to boost learning (2026) · cites this paper as Mayer and Chandler, 2001
In the citing paper
“Moreover, the instructional materials used were derived from well-established materials (e.g., Mayer and Chandler, 2001; Pan et al., 2023), and the outcome measures targeted both factual recall and application, which are domains where testing effects typically emerge (Yang et al., 2021).”
From Testing the testing effect on prolific: when retrieval practice fails to boost learning (2026) · cites this paper as Mayer and Chandler, 2001
In the citing paper
“Following the original procedure (Mayer and Chandler, 2001), participants who scored above six were excluded from the study.”
From Testing the testing effect on prolific: when retrieval practice fails to boost learning (2026) · cites this paper as Mayer and Chandler, 2001
In the citing paper
“Evidence for this suggestion comes from multimedia studies reporting a positive effect of learner controlled pacing when the instructional material was segmented (Mayer and Chandler 2001, Experiment 2;Mayer et al. 2003, Experiment 2a and 2b).”
From Interactivity in Video-based Models (2007) · cites this paper as Mayer and Chandler 2001
In the citing paper
“The combination of pacing and segmentation already has shown the promise of such an approach (Mayer and Chandler 2001;Mayer et al. 2003).”
From Interactivity in Video-based Models (2007) · cites this paper as Mayer and Chandler 2001
Citations
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Sangin, M., Dillenbourg, P., Rebetez, C., Bétrancourt, M., & Molinari, G. (2008) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2008.00275.x · Cited by 16
“After each multimedia sequence, the presentation was paused and participants had to click on a button to run the next sequence (see Mayer & Chandler 2001).”
MethodImpact of cardiovascular embryology animations on short-term learning
Upson-Taboas, C. F., Montoya, R., & O’Loughlin, V. D. (2019) · AJP Advances in Physiology Education · doi:10.1152/advan.00121.2018 · Cited by 17
“Interactivity refers to the basic ability to control the rate of the presentation, such as clicking a button to continue (40).”
BackgroundIncreasing Adult Learner Motivation for Completing Self-Directed E-Learning
Jones, A. R. (2013) · Performance Improvement Journal · doi:10.1002/pfi.21361 · Cited by 24
“A practical resolution to this overload situation is to segment the information by breaking it down into smaller chunks with either a sustained pause or a required user interaction such as a “continue” button before introducing the next chunk (Mayer & Chandler, 2001).”
BackgroundClinton‐Lisell, V., Morsanyi, K., Alibali, M. W., & Nathan, M. J. (2016) · Applied Cognitive Psychology · doi:10.1002/acp.3223 · Cited by 16
“Allowing learners to process the lesson at their own pace was desirable because of its bene fi ts noted in previous research fi ndings (Boucheix & Guignard, 2005; Evans & Gibbons, 2007; Mayer & Chandler, 2001).”
BackgroundThe Role of Motivation in the Use of Lecture Behaviors in the Online Classroom
Fanguy, M., Costley, J., Lange, C. H., Baldwin, M., & Han, S.-L. (2018) · Journal of Information Technology Education Research · doi:10.28945/4131 · Cited by 18
“Studies have demonstrated that learner-controlled pacing benefits learning and that it may be a successful approach to learning the course content (Mayer & Chandler 2001; Mayer, in Tabbers & de Koeijer, 2010).”
BackgroundRickley, M., & Kemp, P. S. (2020) · The Electronic Journal of e-Learning · doi:10.34190/ejel.19.3.2297 · Cited by 28
“Segmenting Principle: People learn better when multimedia instruction is presented or broken into learner-paced segments rather than when it is presented as a single, continuous unit (Mayer and Chandler, 2001).”
BackgroundDisplay of Key Pictures from Animation: Effects on Learning
Bétrancourt, M., Dillenbourg, P., & Clavien, L. (2008) · Springer eBooks · doi:10.1007/978-0-387-73337-1_4 · Cited by 17
“As in Mayer & Chandler (2001) , the learners could choose when to start the next sequence, both in the animation and static graphics conditions.”
BackgroundMethodInfluentialRodrigues, S. (2012) · SensePublishers eBooks · doi:10.1007/978-94-6091-791-2_4 · Cited by 16
Ruiz, J. G., Andrade, A. D., Anam, R., Lisigurski, M. Z., Karanam, C., & Sharit, J. (2013) · The Science of Diabetes Self-Management and Care · doi:10.1177/0145721713508825 · Cited by 16
“Individuals learn better when information is presented in learner-paced segments rather than as a single block.(30,31) Testing not only serves to assess learning gains but may also facilitate learning.”
BackgroundIntroduction to computer animation and its possible educational applicationsPreprint
Musa, S., Ziatdinov, R., & Griffiths, C. (2013) · arXiv (Cornell University) · doi:10.48550/arxiv.1312.1824 · Cited by 16
The Use of Adaptive Learning Technology to Enhance Learning in Clinical Veterinary Dermatology
Putra, A. F. A., Gram, D., Stefanou, C. R., & Domenico, S. (2021) · Journal of Veterinary Medical Education · doi:10.3138/jvme-2020-0069 · Cited by 15
Thompson, N., & McGill, T. J. (2008) · Journal of Educational Computing Research · doi:10.2190/ec.39.2.c · Cited by 15
“As demonstrated by Mayer and Chandler (2004), the transfer test is a better measure than retention when the goal is to demonstrate how well learners understand a multimedia explanation.”
BackgroundResultStarkey, E. M., McKay, A. S., Hunter, S. T., & Miller, S. R. (2017) · Springer eBooks · doi:10.1007/978-3-319-44989-0_4 · Cited by 15
Testing the segmentation effect of multimedia learning in a biological system
Soicher, R. N., & Becker‐Blease, K. A. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12485 · Cited by 15
Rekik, G., Belkhir, Y., & Jarraya, M. (2021) · Technology Pedagogy and Education · doi:10.1080/1475939x.2021.1893804 · Cited by 16
“The second one consists of system-paced segments in which pauses are automatically implemented in the dynamic display so that the learners have no control over the position of the pauses (e.g., Boucheix & Forestier, 2017; Khacharem et al., 2013; Mayer & Chandler, 2001; Spanjers et al., 2011).”
BackgroundBenefits of prompting students to generate summaries during pauses in segmented multimedia lessons
Wang, Y., Wang, F., Mayer, R. E., Hu, X., & Gong, S. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12797 · Cited by 17
Self-citationKhawaja, M. A., Prusty, B. G., Ford, R. A. J., Marcus, N., & Russell, C. (2013) · European Journal of Engineering Education · doi:10.1080/03043797.2013.834295 · Cited by 15
“Moreover, research suggests that students benefit from an interactive learning environment in which they can have some control of their learning experiences (Mayer and Chandler 2001).”
Background
Metadata
- Authors
- Mayer, R. E., & Chandler, P.
- Affiliations
- University of California, Santa Barbara (US)
- Venue
- Journal of Educational Psychology
- Published
- 2001-06
- Volume
- 93
- Issue
- 2
- Pages
- 390-397
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2014654802
- Semantic Scholar
- f18d9606e2bb6032447500f651f6b929d14c0a34
- Cited by
- 762
- References
- 24
- Citations by year
- 2026: 29 · 2025: 25 · 2024: 24 · 2023: 24 · 2022: 26 · 2021: 42 · 2020: 35 · 2019: 33 · 2018: 38 · 2017: 27 · 2016: 43 · 2015: 38 · 2014: 54 · 2013: 49 · 2012: 45
- FWCI
- 14.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Research Online (University of Wollongong) (submittedVersion)
- 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
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- multimedia learning, learner control, retention, transfer, cognitive load theory, mental model construction, two-stage model, lightning formation
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