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
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
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-citationNine 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
Self-citationCognitive Load Measurement as a Means to Advance Cognitive Load Theory
Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_8 · Cited by 2,527
Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337
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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