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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. 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. |