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  • ...are derived from an increased attention to learning materials (see Peper & Mayer, 1986). Most studies that evaluate what students record show that recorded *Peper, R.J., Mayer, R.E., Generative Effects of Note taking During Science Lectures. Journal o
    10 KB (1,457 words) - 13:58, 10 September 2010
  • ...tudents to "actively relate the material to existing knowledge" (Peper and Mayer, 1986). There is little behavioral data to support either of these hypothes # Peper, R.J., Mayer, R.E., Generative Effects of Note taking During Science Lectures. Journal o
    9 KB (1,227 words) - 23:49, 14 April 2007
  • ** Mayer? Baker? ...cept polite tutors as conversational partners (Mayer, 2005; Wang, Johnson, Mayer, Rizzo, Shaw, & Collins, 2008).
    54 KB (7,944 words) - 15:25, 2 June 2009
  • ** Mayer? Baker?
    5 KB (740 words) - 17:39, 25 May 2009
  • ''sense similar to Clark & Mayer, 2003'' ...have negative effects on learning even while interest increases (Harp and Mayer, 1998).
    10 KB (1,401 words) - 13:50, 1 July 2008
  • ...H. (2005). The self-explanation principle in multi-media learning. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (Pp. 271-286). Cambridge P Adams, D., McLaren, B.M., Durkin, K., Mayer, R.E., Rittle-Johnson, B., Isotani, S. & van Velsen, M. (2014). Using erro
    338 KB (45,437 words) - 20:03, 6 February 2017
  • Clark, R. C. and Mayer, R. E. (2003). e-Learning and the Science of Instruction. Jossey-Bass/Pfei
    12 KB (1,755 words) - 17:54, 30 May 2008
  • ...rom Roy, M., & Chi, M.T.H. (2005). The self-explanation principle. In R.E. Mayer (Ed.) ''Cambridge Handbook of Multimedia Learning:''
    1 KB (195 words) - 20:13, 24 May 2008
  • ...l-verbal integration]], augments memory and comprehension over text alone (Mayer, 2001). Though it is often thought that animated graphics allow for easier *Mayer, R. E. (2001). Multimedia Learning. New York: Cambridge University Press.
    17 KB (2,384 words) - 16:35, 26 July 2007
  • ...pecially interested in and decided to experiment with two of the Clark and Mayer principles: The Clark and Mayer personalization principle proposes that informal speech or text (i.e., conv
    18 KB (2,697 words) - 14:49, 17 January 2008
  • Knowledge representation forms an important aspect of problem solving. Mayer (1987) discusses different aspects of problem solving that can be improved ...rated superior performance over those using unenhanced maps or text. (See Mayer, 1993, for further information regarding what makes illustrations effective
    9 KB (1,311 words) - 19:36, 5 June 2009
  • ...ng one of them altogether. Previous research in multimedia learning (e.g., Mayer, 2001) has identified learning benefits when visual and verbal information *Mayer, R. E. (2001). Multimedia Learning. Cambridge, Cambridge University Press.
    18 KB (2,364 words) - 20:28, 16 February 2007
  • Mayer (2001) has other examples of the related "multimedia principle". ...ngle, combined representation (Hegarty & Just, 1993; Mayer, 1989; Moreno & Mayer, 1999).
    12 KB (1,559 words) - 01:54, 23 April 2009
  • ...worth & Loizou, 2003; Butcher, 2006) or audio explanations (e.g., Moreno & Mayer, 2002). Further, students benefit from activities that coordinate both visu
    12 KB (1,545 words) - 00:39, 9 May 2009
  • In a number of laboratory studies, Mayer (Clark & Mayer, 2003), Ainsworth & Loizou (2003) and others have found that instructional
    29 KB (4,002 words) - 20:17, 15 December 2010
  • ...ved by replacing some practice problems with worked examples" (Clark & Mayer, 2004, p. 177). In addition, most studies comparing interleaved worked exam As summarized in Clark & Mayer, 2003 (pp 179): "There is a lot of evidence for the effectiveness of learn
    19 KB (2,786 words) - 15:52, 12 July 2017

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