|
|
|
|
|
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
Selected Publications: Richard E. Mayer Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge University Press. Clark, R. & Mayer, R. E. (2008). E-learning and the science of instruction (2nd ed). San Francisco: Jossey-Bass. Mayer, R. E. (2008). Learning and Instruction (2nd ed). Upper Saddle River, NJ: Merrill Prentice-Hall. Mayer, R. E. (Ed). (2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Mayer, R.E. (2002). The Promise of Educational Psychology (Vols. 1 & 2). Upper Saddle River, NJ: Prentice-Hall. Anderson, L. W., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Campbell, J., Knight, A., & Zhang, H. (in press). Clickers in the classroom: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 00, 000-000. Mayer, R. E., Griffith, E., Naftaly, I., & Rothman, D. (in press). Increased interestingness of extraneous details leads to decreased learning. Journal of Experimental Psychology: Applied, 00, 000-000. Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 000-000. DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal of Educational Psychology, 100, 223-234. Mayer, R. E., & Johnson, C. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100, 380-386. Wang, N., Johnson, W. L., Mayer, R. E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human Computer Studies, 66, 96-112. Mautone, P. D, & Mayer, R. E. (2007). Cognitive aids for guiding graph comprehension. Journal of Educational Psychology, 99, 640-652. Stull, A., & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99, 808-820. Inglese, T., Mayer, R. E., & Rigotti, F. (2007). Using audiovisual TV interviews to create visible authors that reduce the learning gap between native and non-native speakers. Learning and Instruction, 17, 67-77. Harskamp, E., Mayer, R. E., Suhre, C., & Jansma, J. (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction, 17, 465-477. Mayer, R. E., Johnson, L., Shaw, E., & Sahiba, S. (2006). Constructing computer-based tutors that are socially sensitive: Politeness in educational software. International Journal of Human Computer Studies, 64, 36-42.
Moreno, R., & Mayer, R. E (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97, 117-128. Mayer, R. E., & Jackson, J. (2005). The case for coherence in scientific explanations: Quantitative details can hurt qualitative understanding. Journal of Experimental Psychology: Applied, 11, 13-18. Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active learning: Annotated illustrations versus narrated animations in multimedia learning. Journal of Experimental Psychology: Applied, 11, 256-265. Atkinson, R. K., Mayer, R. E., & Merrill, M. M. (2005). Fostering social agency in multimedia learning: Examining the impact of an animated agent's voice. Contemporary Educational Psychology, 30, 117-139. Moreno, R., & Mayer, R. E. (2004). Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96,165-173. Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96, 389-395. Mayer, R. E. (2004). Teaching of subject matter. In S. T. Fiske (Ed.), Annual Review of Psychology (vol. 55, pp. 715-744). Palo Alto, CA: Annual Reviews. Mayer, R. E. (2004). Should there be a three strikes rule against pure discovery? The case for guided methods of instruction. American Psychologist, 59(1), 14-19. Mayer, R. E., Sobko, K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role of speaker's voice. Journal of Educational Psychology, 95, 419-425. Mayer, R. E., Dow, G. T., & Mayer, S. A. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology, 95, 806-812. Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and
verbal learners: Cognitive ability, cognitive style, and learning preference.
Journal of Educational Psychology, 95, 833-846. Faculty Home | Current Research | Selected Publications
|
 |
