Selected Publications: Richard E. Mayer

[400 publications including 25 books]

Mayer, R. E., & Alexander, P. A. (Eds.).  (2011).  Handbook of research on learning and instruction.  New York: Routledge.

Mayer, R. E. (2010). Applying the science of learning.  Upper Saddle River, NJ: Pearson.

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: Pearson Merrill Prentice Hall.

Mayer, R. E. (Ed). (2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.

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.

Schwamborn, A., Mayer, R. E., Thillmann, H., Leopold, C., & Leutner, D. (in press).  Drawing as a generative activity and drawing as a prognostic activity.  Journal of Educational Psychology.

McLaren, B. M., DeLeeuw, K. E., & Mayer, R. E. (in press).  A politeness effect in learning with web-based tutors. International Journal of Human-Computer Studies.

McLaren, B. M., DeLeeuw, K. E., & Mayer, R. E. (in press).  Polite Web-Based Intelligent Tutors: Can They Improve Learning in Classrooms?  Computers & Education.

Mayer, R. E. (in press).  Applying the science of learning to medical education.  Medical Education.

Mayer, R. E. (in press).  Applying the science of learning to multimedia instruction.  In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Cognition in instruction.  New York: Oxford University Press.

Mayer, R. E., & Johnson, C. I. (2010).  Adding instructional features that promote learning in a game-like environment.  Journal of Educational Computing Research, 42, 241-265.

Johnson, C. I., & Mayer, R. E. (2010).  Adding the self-explanation principle to multimedia learning in a computer-based game-like environment.  Computers in Human Behavior, 26, 1246-1252.

Johnson, C. I., & Mayer, R. E. (2009).  A testing effect with multimedia learning.  Journal of Educational Psychology, 101, 621-629.

Stull, A., Hegarty. M., & Mayer, R. E. (2009).  Getting a handle on learning anatomy with interactive 3D graphics.  Journal of Educational Psychology, 101, 803-816.

Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Campbell, J., Knight, A., & Zhang, H. (2009).  Clickers in the classroom: Fostering learning with questioning methods in large lecture classes.  Contemporary Educational Psychology, 34, 51-57.

Campbell, J., & Mayer, R. E. (2009).  Questioning as an instructional method: Does it affect learning from lectures?  Applied Cognitive Psychology, 23, 747-759.

Gegner, J. A., MacKay, D. H. J., & Mayer, R. E. (2009).  Computer-supported aids to making sense of scientific articles: Cognitive, motivational, and attitudinal effects.  Educational Technology Research & Development, 57, 79-97.

Mayer, R. E. (2009).  What neurosurgeons should discover about the science of learning.  Clinical Neurosurgery, 56, 57-65.

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.

Mayer, R. E., Griffith, E., Naftaly, I., & Rothman, D. (2008).  Increased interestingness of extraneous details leads to decreased learning.  Journal of Experimental Psychology: Applied, 14, 329-339.

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.

Bulger, M., Mayer, R. E., Almeroth, K. C., & Blau, S. D.  (2008).  Measuring learner engagement in computer-equipped classrooms.  Journal of Educational Multimedia and Hypermedia, 17, 129-143.

Mayer, R. E. (2008).  Applying the science of learning:  Evidence-based principles for the design of multimedia instruction.  American Psychologist, 63(8), 760-769.

Mayer, R. E. (2008).  Old advice to new researchers.  Educational Psychology Review, 20, 19-28.

Clark, R. C., & Mayer, R. E. (2008).  Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments.  Performance Improvement, 47(9), 5-13.

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., DeLeeuw, K. E., & Ayres, P. (2007).  Creating retroactive and proactive interference in multimedia learning.  Applied Cognitive Psychology, 21, 795-809.

Moreno, R., & Mayer, R. E. (2007).  Interactive multimodal learning environments.  Educational Psychology Review, 19, 309-326.  [Invited special issue.]

Mayer, R. E., Stull, A., Campbell, J., Almeroth, K., Bimber, B., Chun, D., & Knight, A.  (2007).  Overestimation bias in self-reported SAT scorers.  Educational Psychology Review, 19, 443-454.

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.

Massa, L. J., & Mayer, R. E. (2006).  Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?  Learning and Individual Differences, 16, 321-336.

Mayer, R. E., Almeroth, K., Bimber, B., Chun, D., Knight, A., & Campbell, A. (2006).  Technology comes to college: Understanding the cognitive consequences of infusing technology in college classrooms.  Educational Technology, 46(2), 48-53.

Mayer, R. E., & Wittrock, M. C. (2006).  Problem solving.  In P. Alexander, P. Winne, & G. Phye (Eds.),  Handbook of educational psychology (pp. 287-303).  Mahwah.  NJ: Erlbaum.

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.

Massa, L. J., Mayer, R. E., & Bohon, L. M. (2005).  Individual differences in gender-role beliefs influence spatial ability test performance.  Learning and Individual Differences, 15, 99-111.

Massa, L. J., & Mayer, R. E. (2005).  Three obstacles to validating the verbalizer-imager subtest of the Cognitive Styles Analysis.  Personality and Individual Differences, 39, 845-648.

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.

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