Richard E. Mayer

期刊论文

1. Alyssa P. Lawson, Cynthia Y. Delgado, Richard E. Mayer (2026). Inserting Generative Learning Activities During Pauses in Slideshow and Virtual Reality Lessons. Journal of Computer Assisted Learning.DOI
2. Richard E. Mayer (2026). Preface.DOI
3. Meixia Cheng, Peihua Qiao, Heng Ni, Heping Xie, Richard E. Mayer, Fuxing Wang (2026). Adding pedagogical agents who point or trace to children's instructional videos. Computers & Education.DOI
4. Zhongling Pi, Xuemei Huang, Richard E. Mayer, Xin Zhao, Xiying Li (2026). Role of the Instructor’s Social Cues in Instructional Videos. Education Sciences.DOI
5. Hector R. Ponce, Richard E. Mayer, Ester E. Mendez (2025). Learner-Generated and Instructor-Provided Graphic Organizers as Aids to Learning from Text: A Meta-Analysis. Educational Psychology Review, Vol. 370, No. 40.DOI
6. Jordan Allison, Gwo-Jen Hwang, Richard E. Mayer, Nikolaos Pellas, Oscar Karnalim, Sara de Freitas, Oi-Lam Ng, Yueh-Min Huang, Danial Hooshyar, Robert H. Seidman, Mostafa Al-Emran, Tassos A. Mikropoulos, Noah L. Schroeder, Rod D. Roscoe, Ismaila Sanusi (2025). From Generative AI to Extended Reality: Multidisciplinary Perspectives on the Challenges, Opportunities, and Future of Educational Computing. Journal Of Educational Computing Research, Vol. 630, No. 6.DOI
7. Hector Raul Ponce, Richard E. Mayer, Jirarat Sitthiworachart, Mario Jose Lopez, Ester E. Mendez (2025). Cloze tests as retrieval practice activities: evaluating their integration with audience response systems in K-12 schools. Instructional Science, Vol. 53, No. 5.DOI
8. Wanling Zhu, Xiaoxue Leng, Richard E. Mayer, Fuxing Wang (2025). No need for webcams with synchronous online learning. Learning And Instruction, Vol. 98.DOI
9. Richard E. Mayer (2025). How Instructional Features Affect Learning Processes Leading to Learning Outcomes. Educational Psychology Review, Vol. 37, No. 3.DOI
10. Cynthia Y. Delgado, Richard E. Mayer (2025). Incorporating a Generative Learning Activity During Learning a Procedural Skill in Immersive Virtual Reality. Journal Of Educational Computing Research, Vol. 630, No. 4.DOI
11. Fangzheng Zhao, Richard E. Mayer, Nicoletta Adamo-Villani, Christos Mousas, Minsoo Choi, Klay Hauser (2025). Role of Race and Gender of Pedagogical Agents in Multimedia Learning. Journal Of Educational Computing Research, Vol. 630, No. 4.DOI
12. Fangzheng Zhao, Richard E. Mayer (2025). Improving Multimedia Learning With Emotional Design: Depicting Key Elements With Positive Features. Journal Of Computer Assisted Learning, Vol. 410, No. 30.DOI
13. Yun Zhang, Fangzheng Zhao, Richard E. Mayer (2025). Effects of Feedback Providers' Positive Emotional Tone and Gender on Learning From a Multimedia Lesson. Journal Of Computer Assisted Learning, Vol. 410, No. 30.DOI
14. Johanna Schoenherr, Richard E. Mayer (2025). Maximizing the benefits of student-generated drawing for real-world problem solving. Contemporary Educational Psychology, Vol. 81.DOI
15. Amédee Marchand Martella, Alyssa P. Lawson, Ronald C. Martella, Kristen LaBonte, Fangzheng Zhao, Cynthia Y. Delgado, Mitchell E. Munns, Ashleigh Wells LeRoy, Justin A. Gluck, Richard E. Mayer (2025). Systematically Reviewing the Rigour of Immersive Virtual Reality Research in STEM Education: A Deep Dive Into Threats to Internal Validity. Journal of Computer Assisted Learning.DOI
16. Fangzheng Zhao, Qiyang Lin, Richard E. Mayer (2025). The Role of Trait Cognitive Flexibility on Game‐Based Learning: A Media‐Comparison Study. Journal of Computer Assisted Learning.DOI
17. Sara Klingenberg, Robin Bosse, Richard E. Mayer, Guido Makransky (2024). Does Embodiment in Virtual Reality Boost Learning Transfer? Testing an Immersion-Interactivity Framework. Educational Psychology Review, Vol. 360, No. 40.DOI
18. Amedee Marchand Martella, Melissa Swisher, Richard E. Mayer (2024). How much active teaching should be incorporated into college course lectures to promote active learning? Contemporary Educational Psychology, Vol. 79.DOI
19. Xiaoxue Leng, Wanling Zhu, Richard E. Mayer, Fuxing Wang (2024). The viewing perspective effect in learning from instructional videos: A replication and neuroimaging extension. Learning And Instruction, Vol. 94.DOI
20. Cynthia Y. Delgado, Richard E. Mayer (2024). Implementing Pretraining to Optimise Learning in Immersive Virtual Reality. Journal Of Computer Assisted Learning, Vol. 410, No. 10.DOI
21. Alyssa P. Lawson, Richard E. Mayer (2024). Generative learning activities for online multimedia learning: when summarizing is effective but drawing is not. Frontiers In Psychology, Vol. 15.DOI
22. Alyssa P. Lawson, Amedee Marchand Martella, Kristen Labonte, Cynthia Y. Delgado, Fangzheng Zhao, Justin A. Gluck, Mitchell E. Munns, Ashleigh Wells LeRoy, Richard E. Mayer (2024). [Review] Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education. Educational Psychology Review, Vol. 360, No. 30.DOI
23. Wenjing Li, Ziyi Kuang, Xiaoxue Leng, Richard E. Mayer, Fuxing Wang (2024). Role of Gesturing Onscreen Instructors in Video Lectures: A Set of Three-level Meta-analyses on the Embodiment Effect. Educational Psychology Review, Vol. 36, No. 3.DOI
24. Wenjing Li, Fuxing Wang, Richard E. Mayer (2024). Increasing the realism of on-screen embodied instructors creates more looking but less learning. British Journal Of Educational Psychology, Vol. 940, No. 3.DOI
25. Sinem Aslan, Lenitra M. Durham, Nese Alyuz, Rebecca Chierichetti, Pete A. Denman, Eda Okur, David I. Gonzalez Aguirre, Julio C. Zamora Esquivel, Hector A. Cordourier Maruri, Sangita Sharma, Giuseppe Raffa, Richard E. Mayer, Lama Nachman (2024). What is the impact of a multi-modal pedagogical conversational AI system on parents' concerns about technology use by young children? British Journal Of Educational Technology, Vol. 550, No. 40.DOI
26. Fangzheng Zhao, Richard E. Mayer, Nicoletta Adamo-Villani, Christos Mousas, Minsoo Choi, Luchcha Lam, Magzhan Mukanova, Klay Hauser (2024). Recognizing and Relating to the Race/Ethnicity and Gender of Animated Pedagogical Agents. Journal Of Educational Computing Research, Vol. 620, No. 3.DOI
27. Alyssa P. Lawson, Richard E. Mayer (2024). Individual differences in executive function affect learning with immersive virtual reality. Journal Of Computer Assisted Learning, Vol. 400, No. 30.DOI
28. Alyssa P. Lawson, Richard E. Mayer (2024). Role of Individual Differences in Executive Function for Learning From Distracting Multimedia Lessons. Journal Of Educational Computing Research, Vol. 620, No. 3.DOI
29. Wanling Zhu, Fuxing Wang, Richard E. Mayer, Tao Liu (2024). Effects of explaining a science lesson to others or to oneself: A cognitive neuroscience approach. Learning And Instruction, Vol. 91.DOI
30. Xiaoxue Leng, Fuxing Wang, Richard E. Mayer, Tingting Zhao (2024). How to train students to engage in text-picture integration for multimedia lessons. British Journal Of Educational Technology, Vol. 550, No. 30.DOI
31. Leah S. Mahler, Richard E. Mayer (2024). Anime as a medium for science learning. Journal Of Computer Assisted Learning, Vol. 400, No. 20.DOI
32. Richard E. Mayer (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, Vol. 36, No. 1.DOI
33. Alyssa P. Lawson, Richard E. Mayer (2024). Effect of Pre-Training and Role of Working Memory Characteristics in Learning with Immersive Virtual Reality. International journal of human computer interactions.DOI
34. Minsoo Choi, Christos Mousas, Nicoletta Adamo‐Villani, Sanjeevani Patankar, Klay Hauser, Fangzheng Zhao, Richard E. Mayer (2024). ASAP: animation system for agent-based presentations. The Visual Computer.DOI
35. Klay Hauser, Christos Mousas, Nicoletta Adamo‐Villani, Minsoo Choi, Richard E. Mayer, Fangzheng Zhao (2024). The Effect of Dynamic Facial Asymmetries on the Perceived Believability, Appeal, and Naturalness of Animated Agents. ACM Symposium on Applied Perception.DOI
36. Chanyuan Gu, Yingying Peng, Samuel A. Nastase, Richard E. Mayer, Ping Li (2024). Onscreen presence of instructors in video lectures affects learners’ neural synchrony and visual attention during multimedia learning. Proceedings of the National Academy of Sciences.DOI
37. Richard E. Mayer, Jeremy N. Bailenson (2024). Advances in research on learning in immersive virtual reality. Technology Mind and Behavior.DOI
38. Johanna Schoenherr, Richard E. Mayer (2024). Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling. Lecture notes in computer science.DOI
39. Xiaoxue Leng, Fuxing Wang, Richard E. Mayer (2024). Is student learning from a video lecture affected by whether the instructor wears a mask? Applied Cognitive Psychology.DOI
40. Magzhan Mukanova, Nicoletta Adamo‐Villani, Christos Mousas, Minsoo Choi, Klay Hauser, Richard E. Mayer, Fangzheng Zhao (2024). Animated Pedagogical Agents Performing Affective Gestures Extracted from the GEMEP Dataset: Can People Recognize Their Emotions? Lecture notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.DOI
41. Gustav Bog Petersen, Valdemar Stenberdt, Richard E. Mayer, Guido Makransky (2023). Collaborative generative learning activities in immersive virtual reality increase learning. Computers & Education, Vol. 207.DOI
42. Richard E. Mayer (2023). Improving Learning From Screens for Toddlers and Preschoolers. Journal Of Applied Research In Memory And Cognition, Vol. 120, No. 40.DOI
43. Ziyi Kuang, Fuxing Wang, Heping Xie, Richard E. Mayer, Xiangen Hu (2023). Effect of the Instructor's Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses. Educational Psychology Review, Vol. 35, No. 4.DOI
44. Xiaomeng Yang, Fuxing Wang, Richard E. Mayer, Xiangen Hu, Chuanhua Gu (2023). Ocular Foundations of the Spatial Contiguity Principle: Designing Multimedia Materials for Parafoveal Vision. Journal Of Educational Psychology, Vol. 1150, No. 8.DOI
45. Meixia Cheng, Fuxing Wang, Richard E. Mayer (2023). Benefits of asking students to make an instructional video of a multimedia lesson: Clarifying the learning-by-teaching hypothesis. Journal Of Computer Assisted Learning, Vol. 390, No. 50.DOI
46. Fangzheng Zhao, Richard E. Mayer (2023). Benefits of turning the illustrations in a narrated slideshow into cartoons: An extension of the positivity principle. Learning And Instruction, Vol. 86.DOI
47. Fangzheng Zhao, Richard E. Mayer (2023). Role of emotional tone and gender of computer-generated voices in multimedia lessons. Etr&D-Educational Technology Research And Development, Vol. 710, No. 40.DOI
48. Fuxing Wang, Meixia Cheng, Richard E. Mayer (2023). Improving Learning-by-Teaching Without Audience Interaction as a Generative Learning Activity by Minimizing the Social Presence of the Audience. Journal Of Educational Psychology, Vol. 1150, No. 6.DOI
49. Richard E. Mayer (2023). How to Assess Whether an Instructional Intervention Has an Effect on Learning. Educational Psychology Review, Vol. 35, No. 2.DOI
50. Hector R. Ponce, Richard E. Mayer, Ester E. Mendez (2023). [Review] Effects of learner-generated outlining and instructor-provided outlining on learning from text: A meta-analysis. Educational Research Review, Vol. 390.DOI
51. Wenjing Li, Fuxing Wang, Richard E. Mayer (2023). How to guide learners? processing of multimedia lessons with pedagogical agents. Learning And Instruction, Vol. 84.DOI
52. Yanqing Wang, Fuxing Wang, Richard E. Mayer, Xiangen Hu, Shaoying Gong (2023). Benefits of prompting students to generate summaries during pauses in segmented multimedia lessons. Journal Of Computer Assisted Learning.DOI
53. Xue Wang, Richard E. Mayer, Meiqi Han, Lei Zhang (2023). Two Emotional Design Features Are More Effective Than One in Multimedia Learning. Journal Of Educational Computing Research, Vol. 600, No. 8.DOI
54. Luchcha Lam, Minsoo Choi, Magzhan Mukanova, Klay Hauser, Fangzheng Zhao, Richard E. Mayer, Christos Mousas, Nicoletta Adamo‐Villani (2023). Effects of Body Type and Voice Pitch on Perceived Audio-Visual Correspondence and Believability of Virtual Characters. ACM Symposium on Applied Perception.DOI
55. Héctor R. Ponce, Richard E. Mayer, Sandra F. Torres (2023). Different Principles of Information Design for Three Online Financial Tasks: Localization, Comparison, and Subtraction. International Journal of Human-Computer Interaction.DOI
56. Benoît Bediou, Melissa Angelina Rodgers, Elizabeth Tipton, Richard E. Mayer, C. Shawn Green, Daphné Bavelier (2023). Effects of action video game play on cognitive skills: A meta-analysis. Technology Mind and Behavior.DOI
57. Guido Makransky, Richard E. Mayer (2022). Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning. Educational Psychology Review, Vol. 34, No. 3.DOI
58. Alyssa P. Lawson, Richard E. Mayer (2022). Does the emotional stance of human and virtual instructors in instructional videos affect learning processes and outcomes? Contemporary Educational Psychology, Vol. 70.DOI
59. Wenjing Li, Fuxing Wang, Richard E. Mayer, Tao Liu (2022). Animated pedagogical agents enhance learning outcomes and brain activity during learning. Journal Of Computer Assisted Learning, Vol. 380, No. 30.DOI
60. Hector R. Ponce, Richard E. Mayer, Ester E. Mendez (2022). Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis. Educational Psychology Review, Vol. 34, No. 2.DOI
61. Marlit A. Lindner, Johannes Schult, Richard E. Mayer (2022). A Multimedia Effect for Multiple-Choice and Constructed-Response Test Items. Journal Of Educational Psychology, Vol. 1140, No. 1.DOI
62. Rodrigo Flores-Gallegos, Richard E. Mayer (2022). Learning Cognitive Skills by Playing Video Games at Home: Testing the Specific Transfer of General Skills Theory. Journal of Cognitive Enhancement.DOI
63. Richard E. Mayer, Guido Makransky, Jocelyn A. Parong (2022). The Promise and Pitfalls of Learning in Immersive Virtual Reality. International Journal of Human-Computer Interaction.DOI
64. Richard E. Mayer (2022). Instructional media and instructional methods in digital language learning: Are we asking the right questions? Bilingualism Language and Cognition.DOI
65. Alyssa P. Lawson, Richard E. Mayer (2021). Benefits of Writing an Explanation During Pauses in Multimedia Lessons. Educational Psychology Review, Vol. 33, No. 4.DOI
66. Alyssa P. Lawson, Richard E. Mayer, Nicoletta Adamo-Villani, Bedrich Benes, Xingyu Lei, Justin Cheng (2021). The positivity principle: do positive instructors improve learning from video lectures? Etr&D-Educational Technology Research And Development, Vol. 690, No. 6.DOI
67. Andrew T. Stull, Logan Fiorella, Richard E. Mayer (2021). The Case for Embodied Instruction: The Instructor as a Source of Attentional and Social Cues in Video Lectures. Journal Of Educational Psychology, Vol. 1130, No. 7.DOI
68. Hector R. Ponce, Richard E. Mayer, Maria Soledad Loyola (2021). Effects on Test Performance and Efficiency of Technology-Enhanced Items: An Analysis of Drag-and-Drop Response Interactions. Journal Of Educational Computing Research, Vol. 590, No. 4.DOI
69. Xue Wang, Richard E. Mayer, Pu Zhou, Lin Lin (2021). Benefits of Interactive Graphic Organizers in Online Learning: Evidence for Generative Learning Theory. Journal Of Educational Psychology, Vol. 1130, No. 5.DOI
70. Jocelyn Parong, Richard E. Mayer (2021). Learning about history in immersive virtual reality: does immersion facilitate learning? Etr&D-Educational Technology Research And Development, Vol. 690, No. 3.DOI
71. Richard E. Mayer (2021). Evidence-Based Principles for How to Design Effective Instructional Videos. Journal Of Applied Research In Memory And Cognition, Vol. 100, No. 20.
72. Guido Makransky, Niels K. Andreasen, Sarune Baceviciute, Richard E. Mayer (2021). Immersive Virtual Reality Increases Liking but Not Learning With a Science Simulation and Generative Learning Strategies Promote Learning in Immersive Virtual Reality. Journal Of Educational Psychology, Vol. 1130, No. 4.DOI
73. Jocelyn Parong, Richard E. Mayer (2021). Cognitive and affective processes for learning science in immersive virtual reality. Journal Of Computer Assisted Learning, Vol. 370, No. 10.DOI
74. Richard E. Mayer, Logan Fiorella (2021). Preface.DOI
75. Richard E. Mayer, Logan Fiorella (2021). Subject Index. Cambridge University Press eBooks.DOI
76. Richard E. Mayer, Logan Fiorella (2021). Author Index. Cambridge University Press eBooks.DOI
77. Alyssa P. Lawson, Richard E. Mayer (2021). The Power of Voice to Convey Emotion in Multimedia Instructional Messages. International Journal of Artificial Intelligence in Education.DOI
78. Richard E. Mayer (2021). Staying forever curious in a world of ideas. Education Review.DOI
79. Ashleigh K. Wells, Richard E. Mayer, Jan L. Plass, Bruce D. Homer (2021). Playing a Video Game and Learning to Think: What’s the Connection? Journal of Cognitive Enhancement.DOI
80. Alyssa P. Lawson, Richard E. Mayer, Nicoletta Adamo‐Villani, Bedřich Beneš, Xingyu Lei, Justin S. Cheng (2021). Do Learners Recognize and Relate to the Emotions Displayed By Virtual Instructors? International Journal of Artificial Intelligence in Education.DOI
81. Nicoletta Adamo‐Villani, Bedřich Beneš, Richard E. Mayer, Xingyu Lei, Zhiquan Wang, Zachary Meyer, Alyssa P. Lawson (2021). Multimodal Affective Pedagogical Agents for Different Types of Learners. Advances in intelligent systems and computing.DOI
82. Katherine Guevara, Layla Fattah, Anamara Ritt‐Olson, Pai-Ling Yin, Lesley Litman, Samira S. Farouk, Rebecca O’Rourke, Richard E. Mayer (2021). Busting myths in online education: Faculty examples from the field. Journal of Clinical and Translational Science.DOI
83. Xingyu Lei, Nicoletta Adamo‐Villani, Bedřich Beneš, Zhiquan Wang, Zachary Meyer, Richard E. Mayer, Alyssa P. Lawson (2021). Perceived Naturalness of Interpolation Methods for Character Upper Body Animation. Lecture notes in computer science.DOI
84. Richard E. Mayer (2020). Searching for the role of emotions in e-learning. Learning And Instruction, Vol. 70.DOI
85. Gustav B. Petersen, Sara Klingenberg, Richard E. Mayer, Guido Makransky (2020). The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education. British Journal Of Educational Technology, Vol. 510, No. 60.DOI
86. Xiaoxia Huang, Richard E. Mayer, Ellen L. Usher (2020). Better together: Effects of four self-efficacy-building strategies on online statistical learning. Contemporary Educational Psychology, Vol. 63.DOI
87. Jocelyn Parong, Ashleigh Wells, Richard E. Mayer (2020). Replicated Evidence Towards a Cognitive Theory of Game-Based Training. Journal Of Educational Psychology, Vol. 1120, No. 5.DOI
88. Logan Fiorella, Andrew T. Stull, Shelbi Kuhlmann, Richard E. Mayer (2020). Fostering Generative Learning From Video Lessons: Benefits of Instructor-Generated Drawings and Learner-Generated Explanations. Journal Of Educational Psychology, Vol. 1120, No. 5.DOI
89. Richard E. Mayer (2020). Where is the learning in mobile technologies for learning? Contemporary Educational Psychology, Vol. 60.DOI
90. Jocelyn Parong, Richard E. Mayer (2020). Author response for "Cognitive and affective processes for learning science in immersive virtual reality".DOI
91. Justin G. Gyllen, Thomas F. Stahovich, Richard E. Mayer, Negin Entezari, Amirali Darvishzadeh (2020). Priming productive study strategies with preparatory quizzes in an engineering course. Applied Cognitive Psychology.DOI
92. Ashleigh K. Wells, Jocelyn A. Parong, Richard E. Mayer (2020). Limits on Training Inhibitory Control with a Focused Video Game. Journal of Cognitive Enhancement.DOI
93. Richard E. Mayer (2020). Preface.DOI
94. Richard E. Mayer (2020). Subject Index. Cambridge University Press eBooks.DOI
95. Richard E. Mayer (2020). Author Index. Cambridge University Press eBooks.DOI
96. Richard E. Mayer (2020). Advances in designing instruction based on examples. Applied Cognitive Psychology.DOI
97. Wenjing Li, Fuxing Wang, Richard E. Mayer, Huashan Liu (2019). Getting the Point: Which Kinds of Gestures by Pedagogical Agents Improve Multimedia Learning? Journal Of Educational Psychology, Vol. 1110, No. 8.DOI
98. Logan Fiorella, Andrew T. Stull, Shelbi Kuhlmann, Richard E. Mayer (2019). Instructor Presence in Video Lectures: The Role of Dynamic Drawings, Eye Contact, and Instructor Visibility. Journal Of Educational Psychology, Vol. 1110, No. 7.DOI
99. Claudia Leopold, Richard E. Mayer, Stephan Dutke (2019). The Power of Imagination and Perspective in Learning From Science Text. Journal Of Educational Psychology, Vol. 1110, No. 5.DOI
100. Guido Makransky, Thomas S. Terkildsen, Richard E. Mayer (2019). Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect. Learning And Instruction, Vol. 61.DOI
101. Heping Xie, Richard E. Mayer, Fuxing Wang, Zongkui Zhou (2019). Coordinating Visual and Auditory Cueing in Multimedia Learning. Journal Of Educational Psychology, Vol. 1110, No. 2.DOI
102. Richard E. Mayer (2019). [Review] Computer Games in Education. Annual Review Of Psychology, Vol 70, Vol. 70.DOI
103. Guido Makransky, Richard E. Mayer, Anne Nøremølle, Ainara López Córdoba, Jakob Wandall, Mads Bonde (2019). Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations. Educational Technology Research and Development.DOI
104. Jocelyn A. Parong, Richard E. Mayer (2019). Cognitive consequences of playing brain‐training games in immersive virtual reality. Applied Cognitive Psychology.DOI
105. Johannes Hellenbrand, Richard E. Mayer, Maria Opfermann, Annett Schmeck, Detlev Leutner (2019). How generative drawing affects the learning process: An eye‐tracking analysis. Applied Cognitive Psychology.DOI
106. Richard E. Mayer, Ashleigh K. Wells, Jocelyn A. Parong, Jeffrey T. Howarth (2019). Learner control of the pacing of an online slideshow lesson: Does segmenting help? Applied Cognitive Psychology.DOI
107. Guido Makransky, Richard E. Mayer, Nicola Veitch, Michelle Hood, Karl Bang Christensen, Helen Gadegaard (2019). Equivalence of using a desktop virtual reality science simulation at home and in class. PLoS ONE.DOI
108. C. Shawn Green, Daphné Bavelier, Arthur F. Kramer, Sophia Vinogradov, Ulrich Ansorge, Karlene Ball, Ulrike Bingel, Jason M. Chein, Lorenza S. Colzato, Jerri D. Edwards, Andrea Facoetti, Adam H. Gazzaley, Susan Elizabeth Gathercole, Paolo Ghisletta, Simone Gori, Isabela Granic, Charles H. Hillman, Bernhard Hommel, Susanne M. Jaeggi, Philipp Kanske, Julia Karbach, Alan F. Kingstone, Matthias Kliegel, Torkel Klingberg, Simone Kühn, Dennis Michael Levi, Richard E. Mayer, Anne Collins McLaughlin, Danielle S. McNamara, Martha Clare Morris, Mor Nahum, Nora S. Newcombe, Rogério Panizzutti, Ruchika Shaurya Prakash, Albert Rizzo, Torsten Schubert, Aaron R. Seitz, Sarah J. Short, Ilina Singh, James D. Slotta, Tilo Strobach, Michael S. C. Thomas, Elizabeth Tipton, Xin Tong, Haley A. Vlach, Julie Loebach Wetherell, Anna Wexler, Claudia Margitta Witt (2019). Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement. Journal of Cognitive Enhancement.DOI
109. Andrew T. Stull, Logan Fiorella, Richard E. Mayer (2018). An eye-tracking analysis of instructor presence in video lectures. Computers In Human Behavior, Vol. 88.DOI
110. Jocelyn Parong, Richard E. Mayer (2018). Learning Science in Immersive Virtual Reality. Journal Of Educational Psychology, Vol. 1100, No. 6.DOI
111. Celeste Pilegard, Richard E. Mayer (2018). Game over for Tetris as a platform for cognitive skill training. Contemporary Educational Psychology, Vol. 54.DOI
112. Richard E. Mayer, Jeffrey T. Howarth, Michelle Kaplan, Sara Hanna (2018). Applying the segmenting principle to online geography slideshow lessons. Etr&D-Educational Technology Research And Development, Vol. 660, No. 3.DOI
113. Richard E. Mayer (2018). Educational Psychology's Past and Future Contributions to the Science of Learning, Science of Instruction, and Science of Assessment. Journal Of Educational Psychology, Vol. 1100, No. 2.DOI
114. Fuxing Wang, Wenjing Li, Richard E. Mayer, Huashan Liu (2018). Animated Pedagogical Agents as Aids in Multimedia Learning: Effects on Eye-Fixations During Learning and Learning Outcomes. Journal Of Educational Psychology, Vol. 1100, No. 2.DOI
115. Richard E. Mayer (2018). Designing multimedia instruction in anatomy: An evidence‐based approach. Clinical anatomy (New York, N.Y. Print).DOI
116. Richard E. Mayer, Jocelyn A. Parong, Katie Bainbridge (2018). Young adults learning executive function skills by playing focused video games. Cognitive Development.DOI
117. Richard E. Mayer (2018). Taking a new look at seductive details. Applied Cognitive Psychology.DOI
118. Kelsey K. James, Richard E. Mayer (2018). Learning a second language by playing a game. Applied Cognitive Psychology.DOI
119. Richard E. Mayer (2018). Thirty years of research on online learning. Applied Cognitive Psychology.DOI
120. Hyunjeong Lee, Richard E. Mayer (2018). Fostering learning from instructional video in a second language. Applied Cognitive Psychology.DOI
121. Richard E. Mayer (2017). [Review] How Can Brain Research Inform Academic Learning and Instruction? Educational Psychology Review, Vol. 29, No. 4.DOI
122. Logan Fiorella, Tamara van Gog, Vincent Hoogerheide, Richard E. Mayer (2017). It's All a Matter of Perspective: Viewing First-Person Video Modeling Examples Promotes Learning of an Assembly Task. Journal Of Educational Psychology, Vol. 1090, No. 5.DOI
123. Logan Fiorella, Richard E. Mayer (2017). Spontaneous spatial strategy use in learning from scientific text. Contemporary Educational Psychology, Vol. 49.DOI
124. Kevin Rawson, Thomas F. Stahovich, Richard E. Mayer (2017). Homework and Achievement: Using Smartpen Technology to Find the Connection. Journal Of Educational Psychology, Vol. 1090, No. 2.DOI
125. C. Green, Florian Kattner, Adam Eichenbaum, B. Bediou, Deanne Adams, Richard E. Mayer, D. Bavelier (2017). Playing Some Video Games but Not Others Is Related to Cognitive Abilities: A Critique of Unsworth et al. (2015). Psychology Science.DOI
126. Margarita Limón, Lucia Masón, Gale M. Sinatra, Philip H. Winne, Ignacio Montero, María José de Dios, Patricia A. Alexander, Erik De Corte, Richard E. Mayer (2017). En homenaje a las contribuciones de Paul R. Pintrich a la investigación sobre Psicología y Educación. Electronic Journal of Research in Educational Psychology.DOI
127. Katie Bainbridge, Richard E. Mayer (2017). Shining the Light of Research on Lumosity. Journal of Cognitive Enhancement.DOI
128. Bruce M. McLaren, Rosta Farzan, Deanne M. Adams, Richard E. Mayer, Jodi Forlizzi (2017). Uncovering Gender and Problem Difficulty Effects in Learning with an Educational Game. Lecture notes in computer science.DOI
129. Logan Fiorella, Richard E. Mayer (2016). [Review] Eight Ways to Promote Generative Learning. Educational Psychology Review, Vol. 280, No. 40.DOI
130. Logan Fiorella, Richard E. Mayer (2016). Effects of Observing the Instructor Draw Diagrams on Learning From Multimedia Messages. Journal Of Educational Psychology, Vol. 1080, No. 4.DOI
131. Deanne M. Adams, Celeste Pilegard, Richard E. Mayer (2016). Evaluating the Cognitive Consequences of Playing Portal for a Short Duration. Journal Of Educational Computing Research, Vol. 540, No. 2.DOI
132. Celeste Pilegard, Richard E. Mayer (2016). Improving academic learning from computer-based narrative games. Contemporary Educational Psychology, Vol. 4445.DOI
133. Bruce M. McLaren, Deanne M. Adams, Richard E. Mayer, Jodi Forlizzi (2016). A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach. International Journal of Game-Based Learning.DOI
134. Richard E. Mayer (2016). What Should Be the Role of Computer Games in Education? Policy Insights from the Behavioral and Brain Sciences.DOI
135. Richard E. Mayer (2015). On the Need for Research Evidence to Guide the Design of Computer Games for Learning. Educational Psychologist, Vol. 500, No. 4.DOI
136. Celeste Pilegard, Richard E. Mayer (2015). Within-subject and between-subject conceptions of metacomprehension accuracy. Learning And Individual Differences, Vol. 41.DOI
137. Claudia Leopold, Richard E. Mayer (2015). An Imagination Effect in Learning From Scientific Text. Journal Of Educational Psychology, Vol. 1070, No. 1.DOI
138. Bruce M. McLaren, Deanne M. Adams, Richard E. Mayer (2015). Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor. International Journal of Artificial Intelligence in Education.DOI
139. Agnaldo Pedra, Richard E. Mayer, Alberto Luiz Albertin (2015). Role of Interactivity in Learning from Engineering Animations. Applied Cognitive Psychology.DOI
140. Hyunjeong Lee, Richard E. Mayer (2015). Visual Aids to Learning in a Second Language: Adding Redundant Video to an Audio Lecture. Applied Cognitive Psychology.DOI
141. Richard E. Mayer, Gabriel Estrella (2014). Benefits of emotional design in multimedia instruction. Learning And Instruction, Vol. 33.DOI
142. Deanne M. Adams, Bruce M. McLaren, Kelley Durkin, Richard E. Mayer, Bethany Rittle-Johnson, Seiji Isotani, Martin van Velsen (2014). Using erroneous examples to improve mathematics learning with a web-based tutoring system. Computers In Human Behavior, Vol. 36.DOI
143. Logan Fiorella, Richard E. Mayer (2014). Role of expectations and explanations in learning by teaching. Contemporary Educational Psychology, Vol. 39, No. 20.DOI
144. Richard E. Mayer (2014). Incorporating motivation into multimedia learning. Learning And Instruction, Vol. 29.DOI
145. Richard E. Mayer, Hyunjeong Lee, Alanna L. Peebles (2014). Multimedia Learning in a Second Language: A Cognitive Load Perspective. Applied Cognitive Psychology.DOI
146. Richard E. Mayer (2014). Computer Games for Learning: An Evidence-Based Approach.
147. Richard E. Mayer (2014). Research-based principles for designing multimedia instruction.
148. Logan Fiorella, Richard E. Mayer (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, Vol. 38, No. 40.DOI
149. Deanne M. Adams, Bruce M. McLaren, Richard E. Mayer, George Goguadze, Seiji Isotani (2013). Erroneous Examples as Desirable Difficulty. Lecture notes in computer science.DOI
150. Deanne M. Adams, Richard E. Mayer (2013). Can Playing Portal Affect Spatial Thinking and Increase Learning in a STEM Area. eScholarship (California Digital Library).
151. Logan Fiorella, Richard E. Mayer (2012). Paper-Based Aids for Learning With a Computer-Based Game. Journal Of Educational Psychology, Vol. 1040, No. 4.DOI
152. Eunmo Sung, Richard E. Mayer (2012). Five facets of social presence in online distance education. Computers In Human Behavior, Vol. 28, No. 5.DOI
153. Eunmo Sung, Richard E. Mayer (2012). Affective impact of navigational and signaling aids to e-learning. Computers In Human Behavior, Vol. 28, No. 2.DOI
154. Deanne M. Adams, Richard E. Mayer, Andrew MacNamara, Alan Koenig, Richard Wainess (2012). Narrative Games for Learning: Testing the Discovery and Narrative Hypotheses. Journal Of Educational Psychology, Vol. 1040, No. 1.DOI
155. Richard E. Mayer, C. Scott DaPra (2012). An embodiment effect in computer-based learning with animated pedagogical agents. Journal of experimental psychology. Applied.DOI
156. Richard E. Mayer (2012). Advances in applying the science of learning to education: An historical perspective. Journal of Applied Research in Memory and Cognition.DOI
157. Richard E. Mayer (2012). Getting Started on the Road to Applying the Science of Learning. Applied Cognitive Psychology.DOI
158. Cheryl I. Johnson, Richard E. Mayer (2012). An eye movement analysis of the spatial contiguity effect in multimedia learning. Journal of Experimental Psychology Applied.DOI
159. Bruce M. McLaren, Deanne M. Adams, Kelley L. Durkin, George Goguadze, Richard E. Mayer, Bethany Rittle‐Johnson, Sergey A. Sosnovsky, Seiji Isotani, Martin van Velsen (2012). To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students. Lecture notes in computer science.DOI
160. Deanne M. Adams, Richard E. Mayer (2012). Examining the Connection Between Dynamic and Static Spatial Skills and Video Game Performance. eScholarship (California Digital Library).
161. Richard E. Mayer (2012). Cognitive Learning. Springer eBooks.DOI
162. Richard E. Mayer (2011). Towards a science of motivated learning in technology-supported environments. Etr&D-Educational Technology Research And Development, Vol. 590, No. 2.DOI
163. Matthew Canham, Jennifer Wiley, Richard E. Mayer (2011). When Diversity in Training Improves Dyadic Problem Solving. Applied Cognitive Psychology.DOI
164. Michael B. Miller, Christa-Lynn Donovan, Craig M. Bennett, Elissa Aminoff, Richard E. Mayer (2011). Individual differences in cognitive style and strategy predict similarities in the patterns of brain activity between individuals. NeuroImage.DOI
165. Richard E. Mayer (2011). E-Learning: New Opportunities and a View of the Future.DOI
166. Seiji Isotani, Deanne M. Adams, Richard E. Mayer, Kelley L. Durkin, Bethany Rittle‐Johnson, Bruce M. McLaren (2011). Can Erroneous Examples Help Middle-School Students Learn Decimals? Lecture notes in computer science.DOI
167. Annett Schwamborn, Richard E. Mayer, Hubertina Thillmann, Claudia Leopold, Detlev Leutner (2010). Drawing as a Generative Activity and Drawing as a Prognostic Activity. Journal Of Educational Psychology, Vol. 1020, No. 4.DOI
168. Richard E. Mayer (2010). Applying the science of learning to medical education. Medical Education, Vol. 440, No. 60.DOI
169. Richard E. Mayer (2010). Unique contributions of eye-tracking research to the study of learning with graphics. Learning And Instruction, Vol. 20, No. 2.DOI
170. Richard E. Mayer (2010). Merlin C. Wittrock's Enduring Contributions to the Science of Learning. Educational Psychologist, Vol. 450, No. 1.DOI
171. Andrew T. Stull, Mary Hegarty, Richard E. Mayer (2010). Anatomy Learning with Virtual Objects.
172. Richard E. Mayer (2010). Information Processing. The Corsini Encyclopedia of Psychology.DOI
173. Krista E. DeLeeuw, Richard E. Mayer, Barry Giesbrecht (2010). How Does Text Affect the Processing of Diagrams in Multimedia Learning? Lecture notes in computer science.DOI
174. Richard E. Mayer (2010). Problem Solving and Reasoning. Elsevier eBooks.DOI
175. Andrew T. Stull, Mary Hegarty, Richard E. Mayer (2009). Getting a Handle on Learning Anatomy With Interactive Three-Dimensional Graphics. Journal Of Educational Psychology, Vol. 1010, No. 4.DOI
176. Cheryl I. Johnson, Richard E. Mayer (2009). A Testing Effect With Multimedia Learning. Journal Of Educational Psychology, Vol. 1010, No. 3.DOI
177. Richard E. Mayer (2009). Multimedia learning, 2nd ed.DOI
178. Richard E. Mayer (2009). Multimedia Learning: PRINCIPLES FOR FOSTERING GENERATIVE PROCESSING IN MULTIMEDIA LEARNING.DOI
179. Richard E. Mayer (2009). Multimedia Learning: PRINCIPLES FOR REDUCING EXTRANEOUS PROCESSING IN MULTIMEDIA LEARNING.DOI
180. Richard E. Mayer (2009). Seeking a science of instruction. Instructional Science.DOI
181. Richard E. Mayer (2009). The Past and Future of Educational Psychology Review. Educational Psychology Review.DOI
182. Richard E. Mayer (2009). PREFACE. Cambridge University Press eBooks.DOI
183. Richard E. Mayer (2009). REFERENCES. Cambridge University Press eBooks.DOI
184. Richard E. Mayer (2009). What neurosurgeons should discover about the science of learning. PubMed.
185. Richard E. Mayer (2008). Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction. American Psychologist, Vol. 630, No. 8.DOI
186. Richard E. Mayer (2008). Incorporating Individual Differences Into the Science of Learning Commentary on Sternberg et al. (2008). Perspectives On Psychological Science, Vol. 30, No. 60.DOI
187. Richard E. Mayer, Cheryl I. Johnson (2008). Revising the redundancy principle in multimedia learning. Journal Of Educational Psychology, Vol. 1000, No. 2.DOI
188. Richard E. Mayer (2008). Old advice for new researchers. Educational Psychology Review, Vol. 200, No. 10.DOI
189. Krista E. DeLeeuw, Richard E. Mayer (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal Of Educational Psychology, Vol. 1000, No. 1.DOI
190. Monica Bulger, Richard E. Mayer, Kevin C. Almeroth, Sheridan D. Blau (2008). Measuring Learner Engagement in Computer-Equipped College Classrooms.
191. Richard E. Mayer (2008). Advances in Applying the Science of Learning and Instruction to Education. Gothic.net.DOI
192. Ruth Colvin Clark, Richard E. Mayer (2008). Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments. Performance Improvement Journal.DOI
193. Julie Campbell, Richard E. Mayer (2008). Questioning as an instructional method: Does it affect learning from lectures? Applied Cognitive Psychology.DOI
194. Richard E. Mayer, Emily Griffith, Ilana T. N. Jurkowitz, Daniel Rothman (2008). Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of Experimental Psychology Applied.DOI
195. Andrew T. Stull, Richard E. Mayer (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal Of Educational Psychology, Vol. 990, No. 4.DOI
196. Egbert G. Harskamp, Richard E. Mayer, Cor Suhre (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning And Instruction, Vol. 17, No. 5.DOI
197. Patricia D. Mautone, Richard E. Mayer (2007). Cognitive aids for guiding graph comprehension. Journal Of Educational Psychology, Vol. 990, No. 3.DOI
198. Monica E. Bulger, K. Almeroth, Richard E. Mayer, Dorothy M. Chun, Allan Knight, Heather M. Collins (2007). Effects of Instructor Engagement on Student Use of a Course Management System.DOI
199. Hangjin Zhang, Kevin C. Almeroth, Allan Knight, Monica Bulger, Richard E. Mayer (2007). Moodog: Tracking students' Online Learning Activities.
200. Roxana Moreno, Richard E. Mayer (2007). Interactive Multimodal Learning Environments. Educational Psychology Review.DOI
201. Richard E. Mayer, W. Johnson, Erin Shaw, Sahiba Sandhu (2006). Constructing computer-based tutors that are socially sensitive: Politeness in educational software. Int. J. Hum. Comput. Stud..DOI
202. Monica Bulger, Richard E. Mayer, Kevin C. Almeroth (2006). Engaged by Design: Using Simulations to Promote Active Learning. EdMedia: World Conference on Educational Media and Technology.
203. Richard E. Mayer (2005). The Cambridge Handbook of Multimedia Learning: Introduction to Multimedia Learning.DOI
204. Richard E. Mayer (2005). The Cambridge Handbook of Multimedia Learning: Principles for Reducing Extraneous Processing in Multimedia Learning : Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles.DOI
205. Richard E. Mayer (2005). The Cambridge Handbook of Visuospatial Thinking: Multimedia Learning: Guiding Visuospatial Thinking with Instructional Animation.DOI
206. Richard E. Mayer (2005). Instruction and Cognition. Encyclopedia of Cognitive Science.DOI
207. Richard E. Mayer (2005). Preface. Cambridge University Press eBooks.DOI
208. Laura J. Massa, Richard E. Mayer (2005). Three obstacles to validating the Verbal-Imager Subtest of the Cognitive Styles Analysis. Personality and Individual Differences.DOI
209. Ning Wang, W. Lewis Johnson, Richard E. Mayer, Paola Rizzo, Erin Shaw, H. Thomas Collins (2005). The Politeness Effect: Pedagogical Agents and Learning Gains.
210. W. Lewis Johnson, Richard E. Mayer, Elisabeth André, Matthias Rehm (2005). Cross-Cultural Evaluation of Politeness in Tactics for Pedagogical Agents.
211. Roxana Moreno, Richard E. Mayer (2005). Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game. Journal of Educational Psychology.DOI
212. Ning Wang, W. Lewis Johnson, Paola Rizzo, Erin Shaw, Richard E. Mayer (2005). Experimental evaluation of polite interaction tactics for pedagogical agents. ACM International Conference on Intelligent User Interfaces (IUI).DOI
213. Richard E. Mayer, Mary Hegarty, Sarah A. Mayer, Julie Campbell (2005). When Static Media Promote Active Learning: Annotated Illustrations Versus Narrated Animations in Multimedia Instruction. Journal of Experimental Psychology Applied.DOI
214. Richard E. Mayer, Joshua Jackson (2005). The Case for Coherence in Scientific Explanations: Quantitative Details Can Hurt Qualitative Understanding. Journal of Experimental Psychology Applied.DOI
215. Paola Rizzo, Hyokyeong Lee, Erin Shaw, W. Lewis Johnson, Ning Wang, Richard E. Mayer (2005). A Semi-automated Wizard of Oz Interface for Modeling Tutorial Strategies. Lecture notes in computer science.DOI
216. Richard E. Mayer (2005). Thorndike, Edward L. Encyclopedia of Social Measurement.DOI
217. Richard E. Mayer (2004). Teaching of Subject Matter. Annual Review of Psychology.DOI
218. Richard E. Mayer (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning? American Psychologist.DOI
219. Laura J. Massa, Richard E. Mayer, Lisa M. Bohon (2004). Individual differences in gender role beliefs influence spatial ability test performance. Learning and Individual Differences.DOI
220. Gayle T. Dow, Richard E. Mayer (2004). Teaching Students to Solve Insight Problems: Evidence for Domain Specificity in Creativity Training. Creativity Research Journal.DOI
221. Robert K. Atkinson, Richard E. Mayer, Mary Margaret Merrill (2004). Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice. Contemporary Educational Psychology.DOI
222. Leslie Champeny, Christine L. Borgman, Gregory H. Leazer, Anne J. Gilliland‐Swetland, Kelli A. Millwood, Leonard DʼAvolio, Jason R. Finley, Laura J. Smart, Patricia D. Mautone, Richard E. Mayer, Richard A. Johnson (2004). Developing a digital learning environment. ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL).DOI
223. Richard E. Mayer, Sherry Fennell, Lindsay Farmer, Julie Campbell (2004). A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style. Journal of Educational Psychology.DOI
224. Roxana Moreno, Richard E. Mayer (2004). Personalized Messages That Promote Science Learning in Virtual Environments. Journal of Educational Psychology.DOI
225. Richard E. Mayer (2003). The promise of multimedia learning: using the same instructional design methods across different media.DOI
226. Richard E. Mayer, Laura J. Massa (2003). Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference. Journal of Educational Psychology.DOI
227. Richard E. Mayer, Gayle T. Dow, Sarah A. Mayer (2003). Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds? Journal of Educational Psychology.DOI
228. Richard E. Mayer (2003). Learning Environments: The Case for Evidence-Based Practice and Issue-Driven Research. Educational Psychology Review.DOI
229. Richard E. Mayer (2003). Elements of a Science of E-Learning. Journal of Educational Computing Research.DOI
230. Richard E. Mayer, Kristina Sobko, Patricia D. Mautone (2003). Social cues in multimedia learning: Role of speaker's voice. Journal of Educational Psychology.DOI
231. Ruth Colvin Clark, Richard E. Mayer, Will Thalheimer (2003). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Performance Improvement Journal.DOI
232. Richard E. Mayer (2003). Memory and Information Processes. Handbook of Psychology.DOI
233. Richard E. Mayer, Ruth Swan Clark (2003). The promise of educational psychology (vol II): Teaching for meaningful learning. Performance Improvement Journal.DOI
234. Jan L. Plass, Dorothy M. Chun, Richard E. Mayer, Detlev Leutner (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior.DOI
235. Roxana Moreno, Richard E. Mayer (2003). Deriving instructional design principles from multimedia presentations with animations. IEEE International Conference on Multimedia Computing and Systems (ICMCS).DOI
236. Richard E. Mayer, Roxana Moreno (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist.DOI
237. Richard E. Mayer (2003). Theories of learning and their application to technology.
238. Richard E. Mayer (2003). E. L. Thorndike's enduring contributions to educational psychology.
239. Richard E. Mayer (2002). A taxonomy for computer-based assessment of problem solving. Computers in Human Behavior.DOI
240. Roxana Moreno, Richard E. Mayer (2002). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology.DOI
241. Richard E. Mayer (2002). Invited reaction: Cultivating problem‐solving skills through problem‐based approaches to professional development. Human Resource Development Quarterly.DOI
242. Rachel Michael Nilsson, Richard E. Mayer (2002). The effects of graphic organizers giving cues to the structure of a hypertext document on users' navigation strategies and performance. International Journal of Human-Computer Studies.DOI
243. Jill L. Quilici, Richard E. Mayer (2002). Teaching students to recognize structural similarities between statistics word problems. Applied Cognitive Psychology.DOI
244. Richard E. Mayer, Roxana Moreno (2002). Animation as an Aid to Multimedia Learning. Educational Psychology Review.DOI
245. Roxana Moreno, Richard E. Mayer (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology.DOI
246. María Kozhevnikov, Mary Hegarty, Richard E. Mayer (2002). Revising the Visualizer-Verbalizer Dimension: Evidence for Two Types of Visualizers. Cognition and Instruction.DOI
247. Richard E. Mayer (2002). Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two‐Way Street Between Cognition and Instruction. New Directions for Teaching and Learning.DOI
248. Richard E. Mayer, Patricia D. Mautone, William A. Prothero (2002). Pictorial aids for learning by doing in a multimedia geology simulation game. Journal of Educational Psychology.DOI
249. Richard E. Mayer, Roxana Moreno (2002). Aids to computer-based multimedia learning. Learning and Instruction.DOI
250. Richard E. Mayer, Amanda Mathias, Karen Wetzell (2002). Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction. Journal of Experimental Psychology Applied.DOI
251. Richard E. Mayer (2001). Multimedia Learning: The Promise of Multimedia Learning.DOI
252. Valerie K. Sims, Richard E. Mayer (2001). Domain specificity of spatial expertise: the case of video game players. Applied Cognitive Psychology.DOI
253. Richard E. Mayer, Paul Chandler (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology.DOI
254. Richard E. Mayer (2001). PREFACE. Cambridge University Press eBooks.DOI
255. Richard E. Mayer (2001). REFERENCES. Cambridge University Press eBooks.DOI
256. Richard E. Mayer (2001). Chapter II: Changing Conceptions of Learning: A Century of Progress in the Scientific Study of Education. Teachers College Record The Voice of Scholarship in Education.DOI
257. Richard E. Mayer, Julie Heiser, Steve Lonn (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology.DOI
258. Anita Sundaram Coleman, Terence R. Smith, Olha Buchel, Richard E. Mayer (2001). Learning Spaces in Digital Libraries. Lecture notes in computer science.DOI
259. Richard E. Mayer (2001). Teaching for Thinking. Elsevier eBooks.DOI
260. Roxana Moreno, Richard E. Mayer, James C. Lester (2000). Life-Like Pedagogical Agents in Constructivist Multimedia Environments: Cognitive Consequences of their Interaction.
261. Roxana Moreno, Richard E. Mayer (2000). Meaningful Design for Meaningful Learning: Applying Cognitive Theory to Multimedia Explanations. EdMedia: World Conference on Educational Media and Technology.
262. Richard E. Mayer, Roxana Moreno, Michelle Boire, Shannon Vagge (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology.DOI
263. Priti Shah, Richard E. Mayer, Mary Hegarty (1999). Graphs as aids to knowledge construction: Signaling techniques for guiding the process of graph comprehension. Journal of Educational Psychology.DOI
264. Roxana Moreno, Richard E. Mayer (1999). Multimedia-Supported Metaphors for Meaning Making in Mathematics. Cognition and Instruction.DOI
265. Roxana Moreno, Richard E. Mayer (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology.DOI
266. Richard E. Mayer (1999). Book review: Searching for authentic learning environments. Reality by Design: The Rhetoric and Technology of Authenticity in Education. J. Petraglia. Mahwah, NJ: Erlbaum, 1988. No. of pages 202. ISBN 0-8058-2042-6. Price $27.50. Applied Cognitive Psychology.DOI
267. Eva L. Baker, Richard E. Mayer (1999). Computer-based assessment of problem solving. Computers in Human Behavior.DOI
268. Richard E. Mayer, Jill L. Quilici, Roxana Moreno (1999). What is Learned in an After-School Computer Club? Journal of Educational Computing Research.DOI
269. Richard E. Mayer (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research.DOI
270. Roxana Moreno, Richard E. Mayer (1999). Visual Presentations in Multimedia Learning: Conditions that Overload Visual Working Memory. Lecture notes in computer science.DOI
271. Roxana Moreno, Richard E. Mayer (1999). Gender differences in responding to open-ended problem-solving questions. Learning and Individual Differences.DOI
272. Richard E. Mayer (1998). Does the Brain Have a Place in Educational Psychology? Educational Psychology Review.DOI
273. Richard E. Mayer, Roxana Moreno (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology.DOI
274. Jan L. Plass, Dorothy M. Chun, Richard E. Mayer, Detlev Leutner (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology.DOI
275. Richard E. Mayer (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science.DOI
276. Stefan Hagmann, Richard E. Mayer, Peter Nenniger (1998). Using structural theory to make a word-processing manual more understandable. Learning and Instruction.DOI
277. Richard E. Mayer, Jill L. Quilici, Roxana Moreno, Richard P. Durán, Scott Woodbridge, Rebecca Simon, David Sánchez, Amy Lavezzo (1997). Cognitive Consequences of Participation in a “Fifth Dimension” after-School Computer Club. Journal of Educational Computing Research.DOI
278. Richard E. Mayer (1997). PART II: Out-of-School Learning: The Case of an after-School Computer Club. Journal of Educational Computing Research.DOI
279. Richard E. Mayer (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist.DOI
280. Mary E. Brenner, Richard E. Mayer, Bryan Moseley, Theresa Brar, Richard P. Durán, Barbara Smith Reed, David A. Webb, Richard P. Durán (1997). Learning by Understanding: The Role of Multiple Representations in Learning Algebra. American Educational Research Journal.DOI
281. Richard E. Mayer (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review.DOI
282. Kenneth A. Kiewra, Richard E. Mayer, Nelson F. DuBois, Maribeth Christensen, Sung‐il Kim, Nancy Risch (1996). Effects of Advance Organizers and Repeated Presentations on Students' Learning. The Journal of Experimental Education.DOI
283. Richard E. Mayer, William Bove, Alexandra Bryman, Rebecca Mars, Lene Tapangco (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology.DOI
284. Olatokunbo S. Fashola, Priscilla A. Drum, Richard E. Mayer, Sang-Jin Kang (1996). A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words. American Educational Research Journal.DOI
285. Richard E. Mayer (1995). Structural analysis of science prose. ACM SIGDOC Asterisk Journal of Computer Documentation.DOI
286. Richard E. Mayer (1995). A second look at increasing the understandability of scientific text. ACM SIGDOC Asterisk Journal of Computer Documentation.DOI
287. Richard E. Mayer, Valerie Sims, Hidetsugu Tajika (1995). Brief Note: A Comparison of How Textbooks Teach Mathematical Problem Solving in Japan and the United States. American Educational Research Journal.DOI
288. Richard E. Mayer, Kathryn Steinhoff, Gregory Bower, Rebecca Mars (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development.DOI
289. Richard E. Mayer, Valerie Sims, Hidetsugu Tajika (1995). A Comparison of How Textbooks Teach Mathematical Problem Solving in Japan and the United States. American Educational Research Journal.DOI
290. Anne Louise Fay, Richard E. Mayer (1994). Benefits of Teaching Design Skills before Teaching Logo Computer Programming: Evidence for Syntax-Independent Learning. Journal of Educational Computing Research.DOI
291. Richard E. Mayer, Valerie K. Sims (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology.DOI
292. Richard E. Mayer (1993). Letters: Outmoded Conceptions of Educational Research. Educational Researcher.DOI
293. Richard E. Mayer (1993). Educational psychology—past and future: Comment on Derry (1992). Journal of Educational Psychology.DOI
294. Richard E. Mayer, Hidetsugu Tajika (1993). Conducting and comprehending cross-cultural comparisons: Reply to Stigler and Miller (1993). Journal of Educational Psychology.DOI
295. Richard E. Mayer (1993). Understanding Individual Differences in Mathematical Problem Solving: Towards a Research Agenda. Learning Disability Quarterly.DOI
296. Richard E. Mayer (1993). Comprehension of graphics in texts: An overview. Learning and Instruction.DOI
297. Richard E. Mayer, Richard B. Anderson (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology.DOI
298. Richard E. Mayer (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology.DOI
299. Richard E. Mayer (1992). Thinking, problem solving, cognition, 2nd ed.
300. Richard E. Mayer, Richard B. Anderson (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology.DOI
301. Richard E. Mayer, Hidetsugu Tajika, Caryn Stanley (1991). Mathematical problem solving in Japan and the United States: A controlled comparison. Journal of Educational Psychology.DOI
302. Richard E. Mayer, Joan K. Gallini (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology.DOI
303. Richard E. Mayer, David Duemler (1990). Empirical constraints on theories of scientific reasoning: Reply to Baron (1990). Journal of Educational Psychology.DOI
304. Richard E. Mayer (1990). Book Reviews: Affect + Cognition = Mathematical Problem Solving. Educational Researcher.DOI
305. Richard E. Mayer (1990). In search of psychology: A response to Bunge. New Ideas in Psychology.DOI
306. Richard E. Mayer (1989). Introduction to the special section. Journal of Educational Psychology.DOI
307. Richard E. Mayer (1989). Cognitive views of creativity: Creative teaching for creative learning. Contemporary Educational Psychology.DOI
308. Richard E. Mayer (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology.DOI
309. Leslie Shrager, Richard E. Mayer (1989). Note-taking fosters generative learning strategies in novices. Journal of Educational Psychology.DOI
310. Richard E. Mayer (1989). Models for Understanding. Review of Educational Research.DOI
311. Richard E. Mayer (1988). From Novice to expert.DOI
312. Richard E. Mayer (1988). What we really need is a theory of mathematical ability. Behavioral and Brain Sciences.DOI
313. Hidetsugu Tajika, Atsushi Taniguchi, Katsuhito Yamamoto, Richard E. Mayer (1988). Effects of pictorial advance organizers on passage retention. Contemporary Educational Psychology.DOI
314. Isaac I. Bejar, Susan E. Embretson, Richard E. Mayer (1987). COGNITIVE PSYCHOLOGY AND THE SAT: A REVIEW OF SOME IMPLICATIONS. ETS Research Report Series.DOI
315. Richard E. Mayer, Anne Louise Fay (1987). A chain of cognitive changes with learning to program in Logo. Journal of Educational Psychology.DOI
316. Richard E. Mayer, Jennifer L. Dyck, William Vilberg (1986). Learning to program and learning to think: what's the connection? Communications of the ACM.DOI
317. Jennifer L. Dyck, Richard E. Mayer (1985). BASIC versus natural language. ACM SIGCHI Bulletin.DOI
318. Richard E. Mayer, Jennifer L. Dyck, Linda Kay Cook (1984). Techniques that help readers build mental models from scientific text: Definitions pretraining and signaling. Journal of Educational Psychology.DOI
319. Piraye Bayman, Richard E. Mayer (1984). Instructional manipulation of users' mental models for electronic calculators. International Journal of Man-Machine Studies.DOI
320. Richard E. Mayer (1984). Aids to text comprehension. Educational Psychologist.DOI
321. Piraye Bayman, Richard E. Mayer (1983). A diagnosis of beginning programmers' misconceptions of BASIC programming statements. Communications of the ACM.DOI
322. Richard E. Mayer (1983). What have we learned about increasing the meaningfulness of science prose? Science Education.DOI
323. Richard E. Mayer (1983). Can you repeat that? Qualitative effects of repetition and advance organizers on learning from science prose. Journal of Educational Psychology.DOI
324. Richard E. Mayer (1982). Different problem-solving strategies for algebra word and equation problems. Journal of Experimental Psychology Learning Memory and Cognition.DOI
325. Richard E. Mayer (1982). Memory for algebra story problems. Journal of Educational Psychology.DOI
326. Richard E. Mayer (1981). An evaluation of the elaboration model of instruction. Journal of Instructional Development.DOI
327. Richard E. Mayer, Piraye Bayman (1981). Psychology of calculator languages. Communications of the ACM.DOI
328. Richard E. Mayer (1981). Frequency norms and structural analysis of algebra story problems into families, categories, and templates. Instructional Science.DOI
329. Richard E. Mayer (1981). The Psychology of How Novices Learn Computer Programming. ACM Computing Surveys.DOI
330. Richard E. Mayer, Linda Kay Cook (1981). Effects of shadowing on prose comprehension and problem solving. Memory & Cognition.DOI
331. Richard E. Mayer (1981). My many mistakes with microcomputers (or four years of fun trying to get my computer to run). Behavior Research Methods.DOI
332. Richard E. Mayer (1980). Elaboration techniques that increase the meaningfulness of technical text: An experimental test of the learning strategy hypothesis. Journal of Educational Psychology.DOI
333. Richard T. White, Richard E. Mayer (1980). Understanding intellectual skills. Instructional Science.DOI
334. Richard E. Mayer, Bruce K. Bromage (1980). Difference recall protocols for technical texts due to advance organizers. Journal of Educational Psychology.DOI
335. Richard E. Mayer (1979). A psychology of learning BASIC. Communications of the ACM.DOI
336. Ben Shneiderman, Richard E. Mayer (1979). Syntactic/semantic interactions in programmer behavior: A model and experimental results. International Journal of Parallel Programming.DOI
337. Richard E. Mayer (1979). Can Advance Organizers Influence Meaningful Learning? Review of Educational Research.DOI
338. Richard E. Mayer (1979). Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results. Instructional Science.DOI
339. Richard E. Mayer (1978). Advance organizers that compensate for the organization of text. Journal of Educational Psychology.DOI
340. Richard E. Mayer (1978). Effects of prior testlike events and meaningfulness of information on numeric and comparative reasoning. Journal of Educational Psychology.DOI
341. Richard E. Mayer (1977). The sequencing of instruction and the concept of assimilation-to-schema. Instructional Science.DOI
342. Richard E. Mayer (1977). Different rule systems for counting behavior acquired in meaningful and rote contexts of learning. Journal of Educational Psychology.DOI
343. Ben Shneiderman, Richard E. Mayer, Don McKay, Peter Heller (1977). Experimental investigations of the utility of detailed flowcharts in programming. Communications of the ACM.DOI
344. Richard E. Mayer (1977). Problem-solving performance with task overload: Effects of self-pacing and trait anxiety. Bulletin of the Psychonomic Society.DOI
345. Richard E. Mayer, J R Treat (1977). Psychological, social and cognitive characteristics of high-risk drivers: A pilot study. Accident Analysis & Prevention.DOI
346. Richard E. Mayer (1976). Integration of information during problem solving due to a meaningful context of learning. Memory & Cognition.DOI
347. Richard E. Mayer (1976). Comprehension as affected by structure of problem representation. Memory & Cognition.DOI
348. Richard E. Mayer (1976). Some conditions of meaningful learning for computer programming: Advance organizers and subject control of frame order. Journal of Educational Psychology.DOI
349. Richard E. Mayer (1975). Different problem-solving competencies established in learning computer programming with and without meaningful models. Journal of Educational Psychology.DOI
350. Richard E. Mayer (1975). Information Processing Variables in Learning to Solve Problems. Review of Educational Research.DOI
351. Cheryl I. Johnson, Shannon K. T. Bailey, Bradford L. Schroeder, Μ. D. No, J. Bailenson, Richard E. Mayer. SPECIAL COLLECTION: LEARNING IN IMMERSIVE VIRTUAL REALITY Procedural Learning in Virtual Reality: The Role of Immersion, Interactivity, and Spatial Ability.

书籍章节

1. Richard E. Mayer (2026). Voice Principle. Cambridge University Press eBooks.DOI
2. Richard E. Mayer (2026). Assimilate. Cambridge University Press eBooks.DOI
3. Richard E. Mayer (2026). Note-Taking Principle. Cambridge University Press eBooks.DOI
4. Richard E. Mayer (2026). Theories of Teaching with Instructional Video. Cambridge University Press eBooks.DOI
5. Richard E. Mayer (2026). Introduction. Cambridge University Press eBooks.DOI
6. Richard E. Mayer (2026). Simplicity Principle. Cambridge University Press eBooks.DOI
7. Richard E. Mayer (2026). Historical Foundations of Instructional Video. Cambridge University Press eBooks.DOI
8. Richard E. Mayer (2026). Explaining Principle. Cambridge University Press eBooks.DOI
9. Richard E. Mayer (2026). Research Methods for Studying Teaching with Instructional Video. Cambridge University Press eBooks.DOI
10. Richard E. Mayer (2026). General Conclusion. Cambridge University Press eBooks.DOI
11. Richard E. Mayer (2026). Caption Principle. Cambridge University Press eBooks.DOI
12. Richard E. Mayer (2026). Introduction to Instructional Video. Cambridge University Press eBooks.DOI
13. Richard E. Mayer (2026). Multimedia Principle. Cambridge University Press eBooks.DOI
14. Richard E. Mayer (2026). Manage. Cambridge University Press eBooks.DOI
15. Richard E. Mayer (2026). Focus. Cambridge University Press eBooks.DOI
16. Richard E. Mayer (2026). Connect. Cambridge University Press eBooks.DOI
17. Richard E. Mayer (2026). Embodiment Principle. Cambridge University Press eBooks.DOI
18. Richard E. Mayer (2026). Eye Contact Principle. Cambridge University Press eBooks.DOI
19. Richard E. Mayer (2026). Perspective Principle. Cambridge University Press eBooks.DOI
20. Richard E. Mayer (2026). Visual Signaling Principle. Cambridge University Press eBooks.DOI
21. Richard E. Mayer (2026). Emotional Design Principle. Cambridge University Press eBooks.DOI
22. Richard E. Mayer (2026). Summary of Design Principles for Teaching with Instructional Video. Cambridge University Press eBooks.DOI
23. Richard E. Mayer (2026). Synchrony Principle. Cambridge University Press eBooks.DOI
24. Logan Fiorella, Richard E. Mayer (2021). The Generative Activity Principle in Multimedia Learning. Cambridge University Press eBooks.DOI
25. Richard E. Mayer, Logan Fiorella (2021). Principles for Managing Essential Processing in Multimedia Learning. Cambridge University Press eBooks.DOI
26. Logan Fiorella, Richard E. Mayer (2021). Principles Based on Social Cues in Multimedia Learning. Cambridge University Press eBooks.DOI
27. Richard E. Mayer, Logan Fiorella (2021). Principles for Reducing Extraneous Processing in Multimedia Learning. Cambridge University Press eBooks.DOI
28. Richard E. Mayer, Logan Fiorella (2021). Basic Principles of Multimedia Learning. Cambridge University Press eBooks.DOI
29. Richard E. Mayer, Logan Fiorella (2021). Theoretical Foundations. Cambridge University Press eBooks.DOI
30. Richard E. Mayer, Logan Fiorella (2021). Background. Cambridge University Press eBooks.DOI
31. Richard E. Mayer, Logan Fiorella (2021). Principles Based on Social and Affective Features of Multimedia Learning. Cambridge University Press eBooks.DOI
32. Richard E. Mayer, Logan Fiorella (2021). Introduction to Multimedia Learning. Cambridge University Press eBooks.DOI
33. Richard E. Mayer (2021). The Multimedia Principle. Cambridge University Press eBooks.DOI
34. Richard E. Mayer (2021). Multimedia Learning with Computer Games. Cambridge University Press eBooks.DOI
35. Richard E. Mayer (2020). Science of Learning: Determining How Multimedia Learning Works. Cambridge University Press eBooks.DOI
36. Richard E. Mayer (2020). Multimedia Principle. Cambridge University Press eBooks.DOI
37. Richard E. Mayer (2020). Science of Assessment: Determining What Was Learned in Multimedia Learning. Cambridge University Press eBooks.DOI
38. Richard E. Mayer (2020). Pre-Training Principle. Cambridge University Press eBooks.DOI
39. Richard E. Mayer (2020). The Promise of Multimedia Learning. Cambridge University Press eBooks.DOI
40. Richard E. Mayer (2020). Temporal Contiguity Principle. Cambridge University Press eBooks.DOI
41. Richard E. Mayer (2020). Voice Principle. Cambridge University Press eBooks.DOI
42. Richard E. Mayer (2020). Principles of Multimedia Design. Cambridge University Press eBooks.DOI
43. Richard E. Mayer (2020). Personalization Principle. Cambridge University Press eBooks.DOI
44. Richard E. Mayer (2020). Conclusion. Cambridge University Press eBooks.DOI
45. Richard E. Mayer (2020). Embodiment Principle. Cambridge University Press eBooks.DOI
46. Richard E. Mayer (2020). Science of Instruction: Determining What Works in Multimedia Learning. Cambridge University Press eBooks.DOI
47. Richard E. Mayer (2020). Coherence Principle. Cambridge University Press eBooks.DOI
48. Richard E. Mayer (2020). Principles for Fostering Generative Processing in Multimedia Learning. Cambridge University Press eBooks.DOI
49. Richard E. Mayer (2020). Image Principle. Cambridge University Press eBooks.DOI
50. Richard E. Mayer (2020). Signaling Principle. Cambridge University Press eBooks.DOI
51. Richard E. Mayer (2020). Generative Activity Principle. Cambridge University Press eBooks.DOI
52. Richard E. Mayer (2019). How Multimedia Can Improve Learning and Instruction. Cambridge University Press eBooks.DOI
53. Richard E. Mayer (2017). Structural Analysis of Science Prose: Can We Increase Problem-Solving Performance? Routledge eBooks.DOI
54. Richard E. Mayer (2017). Guiding Cognitive Processing During Learning with Animations: Commentary on Parts III and IV. Springer eBooks.DOI
55. Richard E. Mayer (2016). The Role of Domain Knowledge in Creative Problem Solving. Cambridge University Press eBooks.DOI
56. Logan Fiorella, Richard E. Mayer (2015). Learning by Self-Explaining. Cambridge University Press eBooks.DOI
57. Logan Fiorella, Richard E. Mayer (2015). Introduction to Learning as a Generative Activity. Cambridge University Press eBooks.DOI
58. Logan Fiorella, Richard E. Mayer (2015). Learning by Imagining. Cambridge University Press eBooks.DOI
59. Logan Fiorella, Richard E. Mayer (2015). Learning by Drawing. Cambridge University Press eBooks.DOI
60. Logan Fiorella, Richard E. Mayer (2015). Learning by Teaching. Cambridge University Press eBooks.DOI
61. Logan Fiorella, Richard E. Mayer (2015). Learning by Summarizing. Cambridge University Press eBooks.DOI
62. Logan Fiorella, Richard E. Mayer (2015). Learning by Mapping. Cambridge University Press eBooks.DOI
63. Logan Fiorella, Richard E. Mayer (2015). Learning Strategies That Foster Generative Learning. Cambridge University Press eBooks.DOI
64. Logan Fiorella, Richard E. Mayer (2015). Learning by Enacting. Cambridge University Press eBooks.DOI
65. Logan Fiorella, Richard E. Mayer (2015). Learning by Self-Testing. Cambridge University Press eBooks.DOI
66. Richard E. Mayer, Logan Fiorella (2014). Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles. Cambridge University Press eBooks.DOI
67. Richard E. Mayer (2014). Principles Based on Social Cues in Multimedia Learning: Personalization, Voice, Image, and Embodiment Principles. Cambridge University Press eBooks.DOI
68. Richard E. Mayer, Celeste Pilegard (2014). Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles. Cambridge University Press eBooks.DOI
69. Richard E. Mayer (2014). Introduction to Multimedia Learning. Cambridge University Press eBooks.DOI
70. Richard E. Mayer (2013). What Problem Solvers Know: Cognitive Readiness for Adaptive Problem Solving. Springer eBooks.DOI
71. Richard E. Mayer (2013). Designing Instruction for Constructivist Learning. Routledge eBooks.DOI
72. Richard E. Mayer (2011). Multimedia Learning and Games. Emerald Group Publishing Limited eBooks.DOI
73. Richard E. Mayer, Roxana Moreno (2010). Techniques That Reduce Extraneous Cognitive Load and Manage Intrinsic Cognitive Load during Multimedia Learning. Cambridge University Press eBooks.DOI
74. Roxana Moreno, Richard E. Mayer (2010). Techniques That Increase Generative Processing in Multimedia Learning: Open Questions for Cognitive Load Research. Cambridge University Press eBooks.DOI
75. Richard E. Mayer (2009). Coherence Principle. Cambridge University Press eBooks.DOI
76. Richard E. Mayer (2009). INTRODUCTION TO MULTIMEDIA LEARNING. Cambridge University Press eBooks.DOI
77. Richard E. Mayer (2009). The Science of Instruction: Determining What Works in Multimedia Learning. Cambridge University Press eBooks.DOI
78. Richard E. Mayer (2009). Principles for Managing Essential Processing in Multimedia Learning. Cambridge University Press eBooks.DOI
79. Richard E. Mayer (2009). The Science of Learning: Determining How Multimedia Learning Works. Cambridge University Press eBooks.DOI
80. Richard E. Mayer (2009). Principles of Multimedia Design. Cambridge University Press eBooks.DOI
81. Richard E. Mayer (2009). Temporal Contiguity Principle. Cambridge University Press eBooks.DOI
82. Richard E. Mayer (2009). Multimedia Principle. Cambridge University Press eBooks.DOI
83. Richard E. Mayer (2009). Signaling Principle. Cambridge University Press eBooks.DOI
84. Richard E. Mayer (2009). Personalization, Voice, and Image Principles. Cambridge University Press eBooks.DOI
85. Richard E. Mayer (2009). CONCLUSION. Cambridge University Press eBooks.DOI
86. Richard E. Mayer (2009). Pre-training Principle. Cambridge University Press eBooks.DOI
87. Richard E. Mayer (2008). Multimedia Strategies Guidelines’ Lesson. Emerald Group Publishing Limited eBooks.DOI
88. Richard E. Mayer (2006). The Role of Domain Knowledge in Creative Problem Solving. Cambridge University Press eBooks.DOI
89. Richard E. Mayer (2006). Understanding Conceptual Change: A Commentary. Kluwer Academic Publishers eBooks.DOI
90. Richard E. Mayer (2005). Principles for Managing Essential Processing in Multimedia Learning : Segmenting, Pretraining, and Modality Principles. Cambridge University Press eBooks.DOI
91. Richard E. Mayer (2005). Principles of Multimedia Learning Based on Social Cues : Personalization, Voice, and Image Principles. Cambridge University Press eBooks.DOI
92. Richard E. Mayer (2005). Conceptual Understanding Versus Computational Skill. Emerald Group Publishing Limited eBooks.DOI
93. Richard E. Mayer (2005). The Failure of Educational Research to Impact Educational Practice. Elsevier eBooks.DOI
94. Richard E. Mayer (2005). Multimedia Strategies. Emerald Group Publishing Limited eBooks.DOI
95. Richard E. Mayer (2004). Cognitive theory for education: What teachers need to know. American Psychological Association eBooks.DOI
96. Richard E. Mayer (2003). What Causes Individual Differences in Cognitive Performance? Cambridge University Press eBooks.DOI
97. Richard E. Mayer (2001). A Cognitive Theory of Multimedia Learning. Cambridge University Press eBooks.DOI
98. Richard E. Mayer (2001). Individual Differences Principle. Cambridge University Press eBooks.DOI
99. Richard E. Mayer (2001). The Promise of Multimedia Learning. Cambridge University Press eBooks.DOI
100. Richard E. Mayer (2001). Principles of Multimedia Design. Cambridge University Press eBooks.DOI
101. Richard E. Mayer (2001). Multimedia Principle. Cambridge University Press eBooks.DOI
102. Richard E. Mayer (2001). Temporal Contiguity Principle. Cambridge University Press eBooks.DOI
103. Richard E. Mayer (2001). Coherence Principle. Cambridge University Press eBooks.DOI
104. Richard E. Mayer (2001). Multimedia Instructional Messages. Cambridge University Press eBooks.DOI
105. Richard E. Mayer (2001). Cognitive, Metacognitive, and Motivational Aspects of Problem Solving. Neuropsychology and cognition.DOI
106. Richard E. Mayer (1998). Fifty Years of Creativity Research. Cambridge University Press eBooks.DOI
107. Richard E. Mayer (1997). Incorporating Problem Solving into Secondary School Curricula. Elsevier eBooks.DOI
108. Richard E. Mayer (1997). From Novice to expert. Elsevier eBooks.DOI
109. Richard E. Mayer (1994). The Search for Insight: Grappling with Gestalt Psychology's Unanswered Questions. The MIT Press eBooks.DOI
110. Richard E. Mayer (1994). Chapter 8 Visual Aids to Knowledge Construction: Building Mental Representations from Pictures and Words. Advances in psychology.DOI
111. Richard E. Mayer (1992). Teaching for Transfer of Problem-Solving Skills to Computer Programming. Springer eBooks.DOI
112. Richard E. Mayer, Anne B. Lewis, Mary Hegarty (1992). Chapter 4 Mathematical Misunderstandings: Qualitative Reasoning About Quantitative Problems. Advances in psychology.DOI
113. Richard E. Mayer (1989). Human Nonadversary Problem Solving. Springer eBooks.DOI
114. Richard E. Mayer (1987). The Elusive Search for Teachable Aspects of Problem Solving. Springer eBooks.DOI
115. Joseph Born Kadane, Jill H. Larkin, Richard E. Mayer (1987). AN INFORMATION-PROCESSING MODEL BASED ON REACTION TIMES IN SOLVING LINEAR EQUATIONS11This work was support in part by funds from the Ford Motor Company Research Fund and from Carnegie-Mellon University. Elsevier eBooks.DOI
116. Richard E. Mayer (1985). Learning In Complex Domains: A Cognitive Analysis of Computer Programming. ˜The œPsychology of learning and motivation/˜The œpsychology of learning and motivation.DOI
117. Richard E. Snow, Herbert J. Walberg, Christine Keitel-Kreidt, Donald J. Dessart, L. Ray Carry, Jens Holger Lorenz, Nicholas A. Branca, Richard E. Mayer, Edward A. Silver, Robert Β. Davis, Gunnar Gjone, John P. Keeves, Thomas J. Cooney (1983). The Begle Memorial Series on Research in Mathematics Education. Birkhäuser Boston eBooks.DOI
118. Richard E. Mayer (1982). CONTRIBUTIONS OF COGNITIVE SCIENCE AND RELATED RESEARCH IN LEARNING TO THE DESIGN OF COMPUTER LITERACY CURRICULA11A more detailed version of this paper is available as a technical report from the author. Much of the work cited in this paper was supported by grant SED77-19875 from the National Science Foundation and grant NIE-G80-0118 from the National Institute of Education. Elsevier eBooks.DOI
119. Richard E. Mayer (1982). Instructional Variables in Text Processing. Advances in psychology.DOI

书籍

1. Richard E. Mayer (2026). Teaching with Instructional Video. Cambridge University Press eBooks.DOI
2. Logan Fiorella, Richard E. Mayer (2015). Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding.
3. Logan Fiorella, Richard E. Mayer (2015). Learning as a Generative Activity. Cambridge University Press eBooks.DOI
4. Richard E. Mayer (1987). Cognitive aspects of learning and using a programming language.
5. Richard E. Mayer (1977). Thinking and problem solving: An introduction to human cognition and learning. Scott, Foresman eBooks.

数据集

1. Celeste Pilegard, Richard E. Mayer (2014). Improving Academic Learning From Computer-Based Narrative Games. PsycEXTRA Dataset.DOI