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  • Booth
    ...& Chi, M.T.H. (2005). Self-explanation in a multi-media context. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 271-286). Cambridge
    13 KB (1,763 words) - 20:16, 15 December 2010
  • Chemistry
    *[[Mayer and McLaren - Social Intelligence And Computer Tutors]]
    6 KB (951 words) - 18:41, 1 February 2010
  • Computational Modeling and Data Mining
    *[[Mayer_and_McLaren_-_Social_Intelligence_And_Computer_Tutors | McLaren and Mayer - Social Intelligence and Learning from "polite" tutors]]
    16 KB (2,217 words) - 15:25, 31 August 2011
  • Contiguity
    In multimedia learning, the Contiguity Principle (Mayer, 2001) states that students learn more effectively when text and graphics a Empirical evidence (and examples) come from the work by Mayer and colleagues. Typically, these studies involve task where subjects study
    2 KB (293 words) - 19:16, 3 March 2008
  • Contiguous Representations for Robust Learning (Aleven & Butcher)
    ...uring learning -- can support understanding of multimedia materials (e.g., Mayer, 2001); these benefits have been hypothesized to result from the easing of *Mayer, R. E. (2001). Multimedia Learning. Cambridge, Cambridge University Press.
    18 KB (2,358 words) - 15:27, 31 August 2011
  • Coordinative Learning
    *[[Mayer_and_McLaren_-_Social_Intelligence_And_Computer_Tutors | McLaren and Mayer - Social Intelligence and Learning from "polite" tutors]] * multiple data sources (e.g., human learning (HL): Mayer, 2001; machine learning (ML): Blum & Mitchell, 1998; Collins & Singer, 1999
    14 KB (1,830 words) - 15:35, 31 August 2011
  • DiBiano Personally Relevant Algebra Problems
    ...mpared to when instruction is not personalized.” This is related to what Mayer (2011) refers to as the “Anchoring” principle. Clark, R. C. & Mayer, R. E. (2003). E-Learning and the Science of Instruction. Jossey-Bass/Pfeif
    20 KB (2,839 words) - 15:37, 31 August 2011
  • E-Learning Design Principles and Methods 2016
    ...e Science of Instruction: 4th edition" by Ruth Colvin Clark and Richard E. Mayer. ...Guidelines for Consumers and Designers of Multimedia Learning" by Clark & Mayer with further readings drawn from cognitive science, educational psychology,
    19 KB (2,631 words) - 18:32, 26 July 2017
  • E-Learning Design Principles and Methods 2017
    ...e Science of Instruction: 4th edition" by Ruth Colvin Clark and Richard E. Mayer. ...Guidelines for Consumers and Designers of Multimedia Learning" by Clark & Mayer with further readings drawn from cognitive science, educational psychology,
    19 KB (2,647 words) - 14:30, 24 August 2017
  • E-Learning Principles
    Clark, R. C. and Mayer, R. E. (2003). e-Learning and the Science of Instruction. Jossey-Bass/Pfeif
    375 bytes (51 words) - 08:15, 14 March 2008
  • Fostering fluency in second language learning
    ...and Turtle consisted of six pictures selected from wordless storybooks by Mayer, 1967, 1971)
    45 KB (6,505 words) - 08:52, 14 September 2012
  • Instructional Principles and Hypotheses
    ...thod]] is better than some other baseline or control method. For example, Mayer's [[multimedia principle]] states that using diagrams in text (one instruct
    12 KB (1,655 words) - 12:47, 8 September 2011
  • Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
    ...M. & Chi, M.T.H. (2005). Self-explanation in a multi-media context. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 271-286). Cambridge P
    17 KB (2,431 words) - 19:56, 2 July 2009
  • Less is More
    Mayer and Moreno (2003) offers suggestions on how to reduce cognitive overload in Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimed
    4 KB (594 words) - 19:37, 5 June 2009
  • Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
    ...multiple representations. Existing theories of multimedia learning (e.g., Mayer, 2001; Schnotz, 2002) assume that successful learning is supported by cogni *Mayer, R. E. (2001). Multimedia Learning. Cambridge: Cambridge University Press.
    13 KB (1,687 words) - 20:19, 15 December 2010
  • Mayer and McLaren - Social Intelligence And Computer Tutors
    Bruce M. McLaren and Richard Mayer PIs: Richard Mayer, University of California, Santa Barbara, Bruce M. McLaren, Carnegie Mellon
    9 KB (1,397 words) - 22:28, 20 November 2009
  • McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems
    ...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
    24 KB (3,509 words) - 20:20, 15 December 2010
  • Metacognition
    ...self-regulated learning" (Winne & Perry, 2000; Zimmerman, 1995). Clark and Mayer (2003) define metacognition as the mind's operating system. * Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: proven guidelines
    4 KB (527 words) - 03:31, 9 December 2008
  • Modality Principle
    ...g system should present words as speech rather than onscreen text (Clark & Mayer, 2003)
    229 bytes (29 words) - 08:13, 14 March 2008
  • Note-Taking: Coordination
    ...ers perform better on tests addressing robust learning measures (Peper and Mayer, 1986), which should derive from such connective behavior. # Peper, R.J., Mayer, R.E., Generative Effects of Note taking During Science Lectures. Journal o
    8 KB (1,202 words) - 14:44, 21 April 2008
  • Note-Taking: Focusing On Concepts
    ...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
  • Note-Taking Technologies
    ...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
  • PSLC Integrated Project Summary
    ** 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
  • PSLC Year 5 Projects
    ** Mayer? Baker?
    5 KB (740 words) - 17:39, 25 May 2009
  • Personalization
    ''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
  • Publications
    ...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
  • REAP Study on Personalization of Readings by Topic (Fall 2006)
    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
  • Self-explanation
    ...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
  • Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
    ...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
  • Stoichiometry Study
    ...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
  • Variable Learning II
    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
  • Visual-Verbal Learning (Aleven & Butcher Project)
    ...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
  • Visual-verbal integration
    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
  • Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
    ...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
  • Visual Representations in Science Learning
    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
  • Worked example principle
    ...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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