Nine ways to reduce cognitive load in multimedia learning

Educational Psychologist

Volumn 38, Issue 1, 2003, Pages 43-52

  Mayer, Richard E ^a   Moreno, Roxana ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF NEW MEXICO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037412644     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1207/S15326985EP3801_6     Document Type: Article

References (37)

1. Baddeley, A. (1998). Human memory. Boston: Allyn & Bacon.
2. Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38, 53-61.
3. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
4. Clark, R. C. (1999). Developing technical training (2nd ed.). Washington, DC: International Society for Performance Improvement.
5. Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. San Francisco: Jossey-Bass.
6. Graesser, A. C., Millis, K. K., & Zwaan, R. A. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163-189.
7. Hegarty, M., & Just, M. A. (1989). Understanding machines from text and diagrams. In H. Mandl & J. R. Levin (Eds.), Knowledge acquisition from text and pictures (pp. 171-194). Amsterdam: Elsevier.
8. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31.
9. Lorch, R. F., Jr. (1989). Text signaling devices and their effects on reading and memory processes. Educational Psychology Review, 1, 209-234.
10. Mautone, P. D., & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93, 377-389.
11. Mayer, R. E. (1999). The promise of educational psychology: Vol. 1, Learning in the content areas. Upper Saddle River, NJ: Prentice Hall.
12. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
13. Mayer, R. E. (2002). The promise of educational psychology: Vol. 2, Teaching for meaningful learning. Upper Saddle River, NJ: Prentice Hall.
14. Mayer, R. E., & Andersen, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
15. Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452.
16. Mayer, R. E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390-397.
17. Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198.
18. Mayer, R. E., Mathias, A., & Wetzell, K. (2002). Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction. Journal of Experimental Psychology: Applied, 8, 147-154.
19. Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
20. Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91, 638-643.
21. Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 84, 389-460.
22. Mayer, R. E., & Wittrock, M. C. (1996). Problem-solving transfer. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 45-61). New York: Macmillan.
23. Meyer, B. J. F. (1975). The organization of prose and its effects on memory. New York: Elsevier.
24. Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
25. Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117-125.
26. Moreno, R., & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 156-163.
27. Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based multimedia learning: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177-214.
28. Mousavi, S., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
29. Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63-71.
30. Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, England: Oxford University Press.
31. Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.
32. Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61-86.
33. Riding, R. (2001). The nature and effects of cognitive style. In R. J. Sternberg & L. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 47-72). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
34. Schnotz, W., Boeckheler, J., & Grzondziel, H. (1999). Individual and co-operative learning with interactive animated pictures. European Journal of Psychology of Education, 14, 245-265.
35. Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER Press.
36. van Merriënboer, J. J. G. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Press.
37. Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.