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Fostering Learning from Instructional Video in a Second Language
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Lee, Hyunjeong; Mayer, Richard E. – Applied Cognitive Psychology, 2018
This study investigated the most effective way to present an instructional video that contains words in the students' second language. Korean-speaking university students received a 16-min video lesson on Antarctica that included English narration (video + narration group), English text subtitles (video + text group), or English narration with…
Descriptors: Teaching Methods, Video Technology, Narration, Instructional Design
When Static Media Promote Active Learning: Annotated Illustrations Versus Narrated Animations in Multimedia Instruction
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Mayer, Richard E.; Hegarty, Mary; Mayer, Sarah; Campbell, Julie – Journal of Experimental Psychology: Applied, 2005
In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works…
Descriptors: Active Learning, Multimedia Instruction, Animation, Narration
A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style
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Mayer, Richard E.; Fennell, Sherry; Farmer, Lindsay; Campbell, Julie – Journal of Educational Psychology, 2004
Students received a personalized or nonpersonalized version of a narrated animation explaining how the human respiratory system works. The narration for the nonpersonalized version was in formal style, whereas the narration for the personalized version was in conversational style in which "the" was changed to "your" in 12 places. In 3 experiments,…
Descriptors: Narration, Epistemology, Multimedia Instruction, Language Styles
The Instructive Animation: Helping Students Build Connections between Words and Pictures in Multimedia Learning.
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Mayer, Richard E.; Anderson, Richard B. – Journal of Educational Psychology, 1992
In 2 experiments, 280 college students studied animations depicting a mechanical operation with concurrent oral narration of the process, successive animation and narration, animation alone, narration alone, or no instruction (the control group). Results are consistent with a dual coding model of retention and problem solving. (SLD)
Descriptors: Animation, Coding, College Students, Comparative Analysis
Animations Need Narrations: An Experimental Test of a Dual-Coding Hypothesis.
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Mayer, Richard E.; Anderson, Richard B. – Journal of Educational Psychology, 1991
In two experiments, 102 mechanically naive college students viewed an animation on bicycle tire pump operation with a verbal description before or during the animation or without description. Improved performance of those receiving description during the animation supports a dual-coding hypothesis of connections between visual and verbal stimuli.…
Descriptors: Animation, Coding, College Students, Comparative Analysis
Elements of a Science of E-Learning
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Mayer, Richard E. – Journal of Educational Computing Research, 2003
A "science of e-learning" involves the scientific investigation of how people learn in electronic learning environments. Three elements of a science of e-learning are: a) "evidence"--a base of replicated findings from rigorous and appropriate research studies; b) "theory"--a research-based theory of how people learn in electronic learning…
Descriptors: Classroom Environment, Classroom Research, Learning Strategies, Learning Theories