Article published In:
Information Design Journal
Vol. 25:3 (2019) ► pp.259264
References
Clark, R. C., & Mayer, R. E.
(2016) e-Learning and the science of instruction. Hoboken, NJ: Wiley. DOI logoGoogle Scholar
Fiorella, L., & Mayer, R. E.
(2016) Effects of observing the instructor draw diagrams on learning from multimedia messages. Journal of Educational Psychology, 108(4), 528–546. DOI logoGoogle Scholar
Fiorella, L., Stull, A., Kuhlmann, S., & Mayer, R. E.
in press). Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility. Journal of Educational Psychology.
Fiorella, L., van Gog, T., Hoogerheide, V., & Mayer, R. E.
(2017) It’s all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task. Journal of Educational Psychology, 109(5), 653–665. DOI logoGoogle Scholar
Harp, S. F., & Mayer, R. E.
(1997) The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89(1), 92–102. DOI logoGoogle Scholar
(1998) How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414–434. DOI logoGoogle Scholar
Mayer, R. E.
(2020) Multimedia learning (3rd ed.). New York: Cambridge University Press. DOI logoGoogle Scholar
(2014) The Cambridge handbook of multimedia learning (2nd ed.). New York: Cambridge University Press. DOI logoGoogle Scholar
(2011) Applying the science of learning. Boston: Pearson.Google Scholar
Mayer, R. E., & DaPra, C. S.
(2012) An embodiment effect in computer-based learning with animated pedagogical agents. Journal of Experimental Psychology: Applied, 18(3), 239–252. DOI logoGoogle Scholar
Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J.
(2004) A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96(2), 389–395. DOI logoGoogle Scholar
Mayer, R. E., Griffith, E., Jurkowitz, I. T. N., & Rothman, D.
(2008) Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of Experimental Psychology: Applied, 14(4), 329–339. DOI logoGoogle Scholar
Mayer, R. E., & Jackson, J.
(2005) The case for coherence in scientific explanations: Quantitative details can hurt qualitative understanding. Journal of Experimental Psychology: Applied, 11(1), 13–18.Google Scholar
Reynolds, G.
(2012) Presentation Zen (2nd ed.). Berkeley, CA: Pearson Education.Google Scholar
van Merrienboer, J. J. G. & Kester, L.
(2014) The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.; pp. 104–148). New York: Cambridge University Press. DOI logoGoogle Scholar
Wang, N., Johnson, W. L., Mayer, R. E., Rizzo, P., Shaw, E., & Collins, H.
(2008) The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human-Computer Studies, 66(2), 98–112. DOI logoGoogle Scholar