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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
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
Cites
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 Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894
Self-citationHandbook of Research on Educational Communications and Technology
(2013) · Routledge eBooks · doi:10.4324/9781410609519 · Cited by 2,744
Mayer, R. E. (2001) · doi:10.1017/cbo9781139164603 · Cited by 2,304
Self-citationInstructional Design Theories and Models
(1983) · doi:10.4324/9780203824283 · Cited by 2,192
Cognitive principles of multimedia learning: The role of modality and contiguity.
Moreno, R., & Mayer, R. E. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.2.358 · Cited by 1,539
Self-citationMultimedia learning: Are we asking the right questions?
Mayer, R. E. (1997) · Educational Psychologist · doi:10.1207/s15326985ep3201_1 · Cited by 1,533
Self-citationHandbook of Research on Educational Communications and Technology
(2014) · doi:10.1007/978-1-4614-3185-5 · Cited by 1,475
Why Some Material Is Difficult to Learn
Sweller, J., & Chandler, P. (1994) · Cognition and Instruction · doi:10.1207/s1532690xci1203_1 · Cited by 1,455
Self-citation
Research works printed but not linked: 3
- Kroehnert, 1995, Basic training for trainers.
- Reigeluth, 1999, Instructional design theories and models., Vol. 2
- Williams, 1996, Learner-control and instructional technologies., 957
Cited by
Sorted by citations
Items 301–400 of 761
Pedagogy And Technology In Statics
Baker, N. (2020) · IEEE Lasers and Electro-Optics Society Annual Meeting (LEOS) · doi:10.18260/1-2--11750 · Cited by 14
Effects of complexity-determined system pausing on learning from multimedia presentations
Liu, T., Lin, Y.-C., & Kalyuga, S. (2021) · Australasian Journal of Educational Technology · doi:10.14742/ajet.7267 · Cited by 14
“The system pausing by segmentation has been well recognised and applied to multimedia presentations with clearly structured content (Biard et al., 2018; Mayer & Chandler, 2001).”
BackgroundMethodInfluentialRole of emotional tone and gender of computer-generated voices in multimedia lessons
Zhao, F., & Mayer, R. E. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-023-10228-x · Cited by 15
Self-citationLearning from Animations: From 2D to 3D?
Schwan, S., & Papenmeier, F. (2017) · Springer eBooks · doi:10.1007/978-3-319-56204-9_2 · Cited by 15
Tsai, C. (2015) · Higher Education Research & Development · doi:10.1080/07294360.2015.1024631 · Cited by 14
“Online interaction does not occur naturally and even the magnitude of interaction in an online learning environment does not guarantee the presence of higher order cognitive thinking or deep learning (Ke, 2013; Mayer & Chandler, 2001; Woo & Reeves, 2007).”
BackgroundFörderung von Konzeptverständnis und Repräsentationskompetenz durch Tablet-PC-gestützte Videoanalyse
Becker, S., Klein, P., Gößling, A., & Kühn, J. (2019) · Zeitschrift für Didaktik der Naturwissenschaften · doi:10.1007/s40573-019-00089-4 · Cited by 17
Trajkova, M., Cafaro, F., & Dombrowski, L. S. (2019) · Designing Interactive Systems Conference · doi:10.1145/3322276.3322312 · Cited by 14
Learner Control Aids Learning from Instructional Videos with a Virtual Human
Schroeder, N. L., Chin, J., & Craig, S. D. (2019) · Technology Knowledge and Learning · doi:10.1007/s10758-019-09417-6 · Cited by 14
Interaktivität und Adaptivität in multimedialen Lernumgebungen
Niegemann, H. M., & Heidig, S. (2020) · Springer eBooks · doi:10.1007/978-3-662-54368-9_33 · Cited by 14
Assessing the use of aids for a computer-mediated task: Taking notes while listening
Mompean, A. R., & Guichon, N. (2009) · The JALT CALL Journal · doi:10.29140/jaltcall.v5n2.79 · Cited by 14
“Van Merriënboer and Kester (2005) also cite an experiment made by Mayer and Chandler (2001) that showed that learners who were allowed to exercise control over the pace of a narrated animation performed better on transfer tasks compared with learners who received the same narrated information at…”
BackgroundOhlenburg, H., Arnemann, P., Heßler, M., Görlich, D., Zarbock, A., & Friederichs, H. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05438-7 · Cited by 16
“Mayer and colleagues [55] highlighted that learning outcomes are influenced by the information delivered and the order of complexity of information presented.”
BackgroundThe Potential of Learning With AI-Generated Pedagogical Agents in Instructional Videos
Lim, J. (2024) · CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA) · doi:10.1145/3613905.3647966 · Cited by 15
“Open-ended short-answer questions have been used in previous studies to measure retention and transfer [21].”
MethodResultHawthorne, B. S., Slemp, G. R., Vella‐Brodrick, D., & Hattie, J. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102597 · Cited by 15
Visualizing Oceans of Data: Educational interface design
Krumhansl, R., Busey, A., Krumhansl, K. A., Foster, J., & Peach, C. L. (2013) · MTS/IEEE OCEANS Conference (OCEANS) · doi:10.23919/oceans.2013.6741364 · Cited by 13
“…to optimize cognitive load (i.e., reducing extraneous cognitive load and increasing germane cognitive load) (Betrancourt, 2005; Cook, 2006; Harrower & Fabrikant, 2008; Hasler et al., 2007; Kraak et al., 1997; Mayer & Chandler, 2001; Swaak & De Jong, 2001; Tabbers et al., 2004; Velez et al., 2005).”
BackgroundManaging Cognitive Load in the Mathematics Classroom
Chinnappan, M., & Chandler, P. (2010) · Research Online (University of Wollongong) · Cited by 13
Self-citationComputer-assisted learning in primary school mathematics using ViLLE education tool
Kurvinen, E., Lindén, R., Rajala, T., Kaila, E., Laakso, M., & Salakoski, T. (2012) · Koli Calling International Conference on Computing Education Research · doi:10.1145/2401796.2401801 · Cited by 13
Brandão, A., Nicolau, H., Tadas, S., & Hanson, V. L. (2016) · International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) · doi:10.1145/2982142.2982177 · Cited by 13
“Previous research has shown that presentation delivery pace has an effect on learners’ retention and understanding of information [20, 22, 24].”
BackgroundInfluentialFlipped Classroom im Physikunterricht
Finkenberg, F. (2018) · Logos Verlag Berlin eBooks · doi:10.30819/4737 · Cited by 14
McManus, L., Subramaniam, N., & James, W. (2012) · Journal of Education for Business · doi:10.1080/08832323.2011.627890 · Cited by 16
“Support for the use of multimedia learning is premised on the idea that instructional messages should be designed in light of how the human mind works (Mayer & Chandler, 2001).”
Schellenberg, S., Negishi, M., & Eggen, P. D. (2011) · Cited by 13
Virtual Apparatus Framework Approach to Constructing Adaptive Tutorials.
Ben-Naim, D., Marcus, N., & Bain, M. (2007) · Cited by 13
Limitations of Disembodied Computer-Generated Voice to Convey Emotion in Multimedia Lessons
Zhao, F., & Mayer, R. E. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2371681 · Cited by 13
“As shown in Table 2, the post-test contained one retention question and four transfer questions, which were all short-answer questions based on previous studies (Mayer et al., 1999; 2001; Mayer & Chandler, 2001; Mayer & Johnson, 2008; Moreno & Mayer, 1999, 2000, 2002).”
InfluentialSelf-citationOptimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course
Ibrahim, M. M., Callaway, R., & Bell, D. (2014) · American Journal of Distance Education · doi:10.1080/08923647.2014.924697 · Cited by 18
“Specifically, the preservice teachers’ test scores improved when the TPACK video was presented in a self-paced, segmented, and signaled format rather than in a continuous and nonsignaled format (Mautone and Mayer 2001; Mayer and Chandler 2001).”
BackgroundMethodInfluentialVisual mnemonics for language learning: Static pictures versus animated morphs.
Soemer, A., & Schwan, S. (2012) · Journal of Educational Psychology · doi:10.1037/a0029272 · Cited by 13
Adaptive tutorials using eLearning platform for solid mechanics course in engineering
Prusty, B. G., Ho, O., & Ho, S. C. M. (2009) · 20th Annual Conference for the Australasian Association for Engineering Education, 6-9 December 2009: Engineering the Curriculum · Cited by 12
The Effect of Designing and Segmenting Instructional Video
Thompson, P., Xiu, Y., Tsotsoros, J. D., & Robertson, M. A. (2021) · Journal of Information Technology Education Research · doi:10.28945/4756 · Cited by 12
“…of how lightning forms, participants who were able to view the presentation in very short (approximately 10-second) segments performed better on a transfer test than those who viewed the entire presentation at once (Mayer & Chandler, 2001), a result the authors attributed to reduced cognitive load.”
BackgroundRomdhane, M. B., & Khacharem, A. (2021) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2021.2005013 · Cited by 14
“…perspective, several studies supported the cognitive and instructional benefits of video pacing (Wouters, Tabbers, and Paas 2007; Schwan and Riempp 2004; Hasler, Kersten, and Sweller 2007; Mayer and Chandler 2001; Tabbers and de Koeijer 2010; Höffler and Schwartz 2011; Nesbit and Adesope 2011).”
ResultEffects of information transiency in multimedia learning
Kalyuga, S. (2011) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2011.10.061 · Cited by 14
Stiller, K. D., Petzold, K., & Zinnbauer, P. (2011) · Australasian Journal of Educational Technology · doi:10.14742/ajet.945 · Cited by 12
“…pacing was realised by allowing learners to decide to start a part of the presentation after the preceding part has finished or to choose when a presentation should be paused and played using interactivity facilities (Hasler, Kersten & Sweller, 2007; Mayer & Chandler, 2001; Schwan & Riempp, 2004).”
BackgroundMethodInfluentialRecursos multimedia para el aprendizaje de Contabilidad Financiera en los grados bilingües
Miñano, M. D. M. C., Grande, E. U., & Pascual‐Ezama, D. (2015) · Educación XX1 · doi:10.5944/educxx1.15578 · Cited by 12
Cheon, J., Chung, S., Crooks, S. M., Song, J., & Kim, J. (2014) · Cited by 12
Effects of Spatial Distribution on Change Detection in Animated Choropleth Maps
Moon, S., Kim, E., & Hwang, C. (2014) · Journal of the Korean Society of Surveying Geodesy Photogrammetry and Cartography · doi:10.7848/ksgpc.2014.32.6.571 · Cited by 12
“…maps (Cinnamon, 2009; Çöltekin et al ., 2009; Garlandini and Fabrikant, 2009; Hegarty et al ., 2010), and the impact of interactivity (Mayer, 2001; Mayer and Chandler, 2001) and dynamic variables such as rate of change and abrupt or smooth transitions (Goldsberry and Battersby, 2009; Fish, 2010).”
BackgroundStudying Eye Movements in Multimedia Learning
Tabbers, H. K., PAAS, F. G. W. C., Lankford, C., Martens, R. L., & van Merriënboer, J. J. G. (2008) · Springer eBooks · doi:10.1007/978-0-387-73337-1_9 · Cited by 12
“learners control over the presentation rate might have a positive effect on multimedia learning in terms of higher transfer scores ( Mayer & Chandler, 2001; see also Mayer, Dow, & Mayer, 2003).”
BackgroundThe construction of mental models of information-rich web spaces
Zhang, Y. (2010) · ACM SIGIR Forum · doi:10.1145/1842890.1842907 · Cited by 13
Usefulness of Role-Playing Teaching in Construction Education: A Systematic Review
Bhattacharjee, S., & Ghosh, S. (2013) · SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University) · Cited by 12
Cheng, P.-Y., Huang, Y., Shadiev, R., Hsu, C., & Chu, S.-T. (2014) · Lecture notes in computer science · doi:10.1007/978-3-319-13296-9_14 · Cited by 12
Ofori, E., & Lockee, B. B. (2021) · IAFOR Journal of Education · doi:10.22492/ije.9.4.07 · Cited by 14
Examining interactive videos in an online flipped course context
Polat, H., & Taşlıbeyaz, E. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12048-1 · Cited by 13
“…self-regulated learning (Delen et al., 2014 ; Taslibeyaz, 2020), reduces cognitive load and facilitates deeper learning by promoting cognitive engagement and enhancing communication between learners and the learning material (Mayer & Chandler, 2001 ; Moreno & Valdez, 2005 ; Moreno & Mayer, 2007 ).”
Les animations interactives multimédias sont-elles efficaces pour l’apprentissage ?
Boucheix, J., & Rouet, J. (2007) · Revue française de pédagogie · doi:10.4000/rfp.832 · Cited by 13
Mtebe, J. S., & Twaakyondo, H. M. (2012) · International Conference on E-Learning and E-Technologies in Education · doi:10.1109/icelete.2012.6333383 · Cited by 11
“Students learn better when they control the pace of their learning [21].”
BackgroundPacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards
Sage, K. D., Rausch, J., Quirk, A., & Halladay, L. (2016) · Journal of Information Technology Education Research · doi:10.28945/3549 · Cited by 11
“This hypothesis stems from research supporting the benefits of presenting segmented information over continuous presentations (e.g., Mayer & Chandler, 2001), noting that some control over pace is helpful.”
BackgroundKayler, L. K., Majumder, M., Dolph, B. A., Cobler-Lichter, M. D., Cadzow, R. B., & Feeley, T. H. (2019) · Transplantation · doi:10.1097/tp.0000000000002763 · Cited by 11
“Increasing learner control over the pacing of instruction has been shown to significantly improve learner’s performance.(45) We examined immediate outcomes but not proximal outcomes (decision-making), which is not feasible, because deceased-donor organs are offered unexpectedly.”
BackgroundInvestigating the influence of transitory information and motivation during instructional animations
Ayres, P., & Youssef, A. (2008) · Cited by 11
Multimedia, Information Complexity, and Cognitive Processing
Andres, H. P. (2004) · Information Resources Management Journal · doi:10.4018/irmj.2004010104 · Cited by 11
Peut-on concevoir des documents électroniques plus efficaces ? L’exemple des diaporamas
Jamet, É. (2007) · European Review of Applied Psychology · doi:10.1016/j.erap.2006.10.003 · Cited by 13
Fostering Transfer in Multimedia Instructional Environments
Mariano, G. J. (2009) · IGI Global eBooks · doi:10.4018/978-1-60566-158-2.ch013 · Cited by 11
Sithole, S. T. M. (2017) · Accounting Research Journal · doi:10.1108/arj-08-2015-0104 · Cited by 11
Jing, B., Yang, H., Pi, Z., Zhou, Y., & Ma, H. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2514090 · Cited by 12
“This encourages learners to take more time for deeper reflection, thereby facilitating learning (Mayer & Chandler, 2001).”
The Bottle Neck in Multimedia: Cognitive Overload
Çakmak, E. K. (2007) · DergiPark (Istanbul University) · Cited by 10
Akaygün, S., & Jones, L. L. (2013) · ACS symposium series · doi:10.1021/bk-2013-1142.ch006 · Cited by 10
The role of scaffolding in improving information seeking in videos
Cojean, S., & Jamet, É. (2018) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12303 · Cited by 10
Lernen mit Medien: ein Überblick
Opfermann, M., Höffler, T. N., & Schmeck, A. (2020) · Springer eBooks · doi:10.1007/978-3-662-54368-9_2 · Cited by 10
Fifteen Common but Questionable Principles of Multimedia Learning
Feldon, D. F., Jeong, S., & Clark, R. E. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.005 · Cited by 14
“In our previous review, we stated that there “appears to be solid evidence that student control of the pacing of instruction is beneficial for learning (e.g. Mayer & Chandler, 2001).”
BackgroundChin, K.-Y., Chen, Y., Chen, J.-S., Hong, Z., & Lin, J. (2011) · IEICE Transactions on Information and Systems · doi:10.1587/transinf.e94.d.754 · Cited by 10
“Mayer and Chandler [27] found the effect of learner interaction is able to reduce the students’ cognitive load on their working memory.”
BackgroundBoucheix, J. (2008) · Psychologie Française · doi:10.1016/j.psfr.2007.10.001 · Cited by 10
EFFECTS OF SEGMENTATION OF INSTRUCTIONAL ANIMATION IN FACILITATING LEARNING
Ali, A. Z. M., & Madar, A. R. (2010) · Journal of Technical Education and Training · Cited by 10
Breaking It Down: Knowledge Transfer in a Multimedia Learning Environment.
Mariano, G. J. (2014) · International journal on teaching and learning in higher education · Cited by 10
Questioning as an Instructional Strategy in Multimedia Environments
García-Rodicio, H. (2015) · Journal of Educational Computing Research · doi:10.1177/0735633115571931 · Cited by 10
“Evidence indicates that students who control the pace of presentation and the access to the materials learn deeper (Mayer & Chandler, 2001; Mayer, Dow, & Mayer, 2003).”
BackgroundSegmentation’s failure to improve software video tutorials
Garrett, N. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.13000 · Cited by 10
Principles for Managing Essential Processing in Multimedia Learning
Mayer, R. E. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511811678.012 · Cited by 10
Self-citationSelective hiding for improved algorithmic visualization
Kátai, Z. (2014) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/2591708.2591734 · Cited by 10
“A genuinely active involvement may provide learners with the opportunity to have control over the algorithm animation process, even orchestrating it [11].”
BackgroundLearning online: Understanding academic success from a self -regulated learning perspective
Artino, A. R. (2008) · OpenCommons - UConn (University of Connecticut) · Cited by 10
Li, Y., Yan, C., Chen, R., Lu, H., & Shan, Y. (2025) · Journal of Medical Internet Research · doi:10.2196/79430 · Cited by 10
“The text-graphic composite represented static multimedia, employing the segmentation effect by chunking content into short units to support integration of text and visuals [11].”
InfluentialCromley, J. G., & Chen, R. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100730 · Cited by 25
Scheiter, K., & Gerjets, P. H. (2009) · Instructional Science · doi:10.1007/s11251-009-9118-5 · Cited by 9
Was humpty dumpty right?: Towards a functional definition of e-learning
O’Neill, A. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11900-8 · Cited by 16
“However, while much e-learning does enable substantial learner control, and in many cases the learner control aids learning (Mayer & Chandler, 2001), it is not always a benefit, nor is it always present (Brown et al., 2016; Granger & Levine, 2010; Scheiter & Gerjets, 2007).”
Using Virtual Classroom Cases as Thinking Tools in Teacher Education
Moreno, R., Abercrombie, S., & Hushman, C. J. (2009) · Society for Information Technology & Teacher Education International Conference · Cited by 9
Controlling Presentation Speed, Labels, and Tooltips in Interactive Animations
Rey, G. D., & Diehl, S. (2010) · Journal of Media Psychology Theories Methods and Applications · doi:10.1027/1864-1105/a000021 · Cited by 9
Gürer, M. D., & Yıldırım, Z. (2014) · TED EĞİTİM VE BİLİM · doi:10.15390/eb.2014.3714 · Cited by 9
Looking to the hands: Where we dwell in complex manual sequences
Sage, K. D., & Baldwin, D. A. (2014) · Visual Cognition · doi:10.1080/13506285.2014.962123 · Cited by 9
“…satisfied with interactive (e.g., controlling the pace, selecting what segment to view and when to view it) over noninteractive (e.g., continuous video, a forced progression through events) screen media (Mayer & Chandler, 2001; Schaffer & Hannafin, 1986; Zhang, Zhou, Briggs, & Nunamaker, 2006).”
BackgroundStrategies to reduce the negative effects of spoken explanatory text on integrated tasks
Singh, A., Marcus, N., & Ayres, P. (2016) · Instructional Science · doi:10.1007/s11251-016-9400-2 · Cited by 9
Algorithm Visualization Environments: Degree of interactivity as an influence on student-learning
Osztián, P. R., Kátai, Z., & Osztián, E. (2020) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie44824.2020.9273892 · Cited by 9
“While some studies showed a benefit of control ([3], [14], [19]), others found no benefit [1].”
BackgroundChen, L., Liu, L., & Tretheway, P. (2021) · Computers in the Schools · doi:10.1080/07380569.2021.1989220 · Cited by 10
“Regarding the segmenting principle, it is suggested that students learn better with segmented videos than with continuous videos (e.g., Mayer et al., 2003; Mayer & Chandler, 2001).”
BackgroundOn Line Elaboration of a Mental Model During the Understanding of an Animation
Schneider, E., & Boucheix, J. (2006) · Lecture notes in computer science · doi:10.1007/11783183_6 · Cited by 9
“…research, some results show a benefit of interactive presentation in the case of a basic control of the narration and rhythm of the animated lesson (Mayer & Chandler, 2001; Boucheix & Guignard, 2005) and in the domain of procedural tasks (for example tying nautical knots, Schwan & Riempp, 2004).”
BackgroundThe modality effect in learner-paced multimedia learning
Savoji, A. P., Hassanabadi, H., & Fasihipour, Z. (2011) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2011.10.288 · Cited by 9
Larson, J. R., Juszczak, A., & Engel, K. L. (2015) · Journal of Applied Research in Intellectual Disabilities · doi:10.1111/jar.12176 · Cited by 12
Children’s Use of Self-Paced Slideshows: An Extension of the Video Deficit Effect?
Sage, K. D., & Baldwin, D. A. (2014) · Journal of Research in Childhood Education · doi:10.1080/02568543.2014.978919 · Cited by 9
“Based on the literature presented here, it seems that important aspects are (1) self-pacing (e.g., Boucheix & Guignard, 2005; Zhang et al., 2006), and (2) pausing so that information is not presented in one continuous stream (e.g., Mayer & Chandler, 2001; Zhang et al., 2006).”
BackgroundManaging Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities
DaCosta, B., & Seok, S. (2010) · IGI Global eBooks · doi:10.4018/978-1-61520-817-3.ch002 · Cited by 10
Research-Based Guidelines for Multimedia Instruction
Mayer, R. E. (2007) · Reviews of Human Factors and Ergonomics · doi:10.1518/155723408x299861 · Cited by 12
Self-citationThe relationship between learner control and online learning self-efficacy
Taipjutorus, W. (2015) · Cited by 9
Imhof, B., Scheiter, K., & Gerjets, P. H. (2009) · eScholarship (California Digital Library) · Cited by 9
Multimodal representations in collaborative history learning
Prangsma, M. E. (2002) · Utrecht University Repository (Utrecht University) · Cited by 9
Designing introductory programming courses : the role of cognitive load
Mason, R. (2012) · Cross Connect (Southern Cross University) · Cited by 9
Leveraging the Design and Development of Multimedia Presentations for Learners
Lin, L., Leh, A. S. C., Kim, J. H. Y., & Baylen, D. M. (2017) · IGI Global eBooks · doi:10.4018/978-1-5225-3822-6.ch063 · Cited by 8
Cai, Z., Liu, C., Yang, Y., & Li, B. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.101044 · Cited by 10
The Impact of Learner Control on E-Learning Effectiveness: Towards a Theoretical Model
Sorgenfrei, C., Smolnik, S., Hertlein, M., & Borschbach, A. (2013) · International Conference on Information Systems · Cited by 8
Zaki, M. (2019) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v13i08.10614 · Cited by 8
Zolkwer, M. B., Hidalgo, R., & Singer, B. F. (2023) · International Journal of Lifelong Education · doi:10.1080/02601370.2023.2196449 · Cited by 18
“We initially hypothesised that embedding questions during videos might uniformly improve the learning experience, as dividing videos into manageable sections may optimise an individual’s cognitive load (Mayer & Chandler, 2001).”
BackgroundMethodEbbers, S. (2007) · DigiNole (Florida State University) · Cited by 8
Attention Versus Learning of Online Content
Yaros, R. A., & Cook, A. E. (2011) · International Journal of Cyber Behavior Psychology and Learning · doi:10.4018/ijcbpl.2011100104 · Cited by 8
A developmental study on a SPAT design model for mobile learning
Park, S. (2018) · Educational Technology Research and Development · doi:10.1007/s11423-018-9630-x · Cited by 8
Persistence of Multitasking Distraction Following the Use of Smartphone-Based Clickers.
Ma, S., Steger, D. G., Doolittle, P. E., Lee, A. H., Griffin, L. E., & Stewart, A. C. (2020) · International journal on teaching and learning in higher education · Cited by 8
Krämer, A., Böhrs, S., & Ilemann, S. (2021) · Journal of Education and Learning · doi:10.5539/jel.v10n4p87 · Cited by 11
“That way, learners have the opportunity to adjust the presentation speed to their needs i.e., subjects make use of the possibility to select relevant information and to organize and integrate it into a mental model (Mayer & Chandler, 2001).”
Backgroundvan Berlo, Z. M. C., & Stikos, D. (2023) · Springer proceedings in business and economics · doi:10.1007/978-3-031-25390-4_6 · Cited by 8
Jonsson, I.-M., & Chen, F. (2007) · Lecture notes in computer science · doi:10.1007/978-3-540-73281-5_45 · Cited by 8
“The way that information is presented to users can have a significant effect on how they attend to the information[ 8 , 9]. It is important to keep in mind the user’s goals, priorities, and decision criteria.”
BackgroundComparison of different approaches on example-based learning for novice and proficient learners
Huang, Y., Lin, K.-C., Xiang, Y., & Hung, J. C.-S. (2015) · Human-centric Computing and Information Sciences · doi:10.1186/s13673-015-0048-8 · Cited by 8
“The Difficulty Rating Scale has been used somewhat less frequently in multimedia research [27, 28].”
MethodComputer-Based Instruction (CBI) Within Special Education
Butcher, K. R., & Jameson, J. M. (2016) · Elsevier eBooks · doi:10.1016/b978-0-12-802075-3.00009-7 · Cited by 9
Ettazarini, S. (2017) · Open Learning The Journal of Open Distance and e-Learning · doi:10.1080/02680513.2017.1305884 · Cited by 8
“And as suggested by previous works (Mayer & Chandler, 2001; Schwan & Riempp, 2004), future DER should give the learner more opportunities for interaction.”
MethodZhang, D. C. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01221 · Cited by 10
The TPACK of Dynamic Representations
Bell, L., Juersivich, N., Hammond, T. C., & Bell, R. L. (2011) · IGI Global eBooks · doi:10.4018/978-1-60960-750-0.ch005 · Cited by 8
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
