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1.

Onscreen presence of instructors in video lectures affects learners' neural synchrony and visual attention during multimedia learning.

Gu, Chanyuan; Peng, Yingying; Nastase, Samuel A; Mayer, Richard E; Li, Ping.

Proc Natl Acad Sci U S A ; 121(12): e2309054121, 2024 Mar 19.

Artículo en Inglés | MEDLINE | ID: mdl-38466840

2.

The positivity principle: do positive instructors improve learning from video lectures?

Lawson, Alyssa P; Mayer, Richard E; Adamo-Villani, Nicoletta; Benes, Bedrich; Lei, Xingyu; Cheng, Justin.

Educ Technol Res Dev ; 69(6): 3101-3129, 2021.

Artículo en Inglés | MEDLINE | ID: mdl-34729003

3.

Computer Games in Education.

Mayer, Richard E.

Annu Rev Psychol ; 70: 531-549, 2019 01 04.

Artículo en Inglés | MEDLINE | ID: mdl-30231003

4.

Designing multimedia instruction in anatomy: An evidence-based approach.

Mayer, Richard E.

Clin Anat ; 33(1): 2-11, 2020 Jan.

Artículo en Inglés | MEDLINE | ID: mdl-30144175

5.

Increasing the realism of on-screen embodied instructors creates more looking but less learning.

Li, Wenjing; Wang, Fuxing; Mayer, Richard E.

Br J Educ Psychol ; 2024 Mar 08.

Artículo en Inglés | MEDLINE | ID: mdl-38458817

6.

Teaching for understanding in medical classrooms using multimedia design principles.

Issa, Nabil; Mayer, Richard E; Schuller, Mary; Wang, Edward; Shapiro, Michael B; DaRosa, Debra A.

Med Educ ; 47(4): 388-96, 2013 Apr.

Artículo en Inglés | MEDLINE | ID: mdl-23488758

7.

Individual differences in cognitive style and strategy predict similarities in the patterns of brain activity between individuals.

Miller, Michael B; Donovan, Christa-Lynn; Bennett, Craig M; Aminoff, Elissa M; Mayer, Richard E.

Neuroimage ; 59(1): 83-93, 2012 Jan 02.

Artículo en Inglés | MEDLINE | ID: mdl-21651986

8.

Playing Some Video Games but Not Others Is Related to Cognitive Abilities: A Critique of Unsworth et al. (2015).

Green, C Shawn; Kattner, Florian; Eichenbaum, Adam; Bediou, Benoit; Adams, Deanne M; Mayer, Richard E; Bavelier, Daphne.

Psychol Sci ; 28(5): 679-682, 2017 05.

Artículo en Inglés | MEDLINE | ID: mdl-28346063

9.

Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning.

Makransky, Guido; Mayer, Richard E.

Educ Psychol Rev ; 34(3): 1771-1798, 2022.

Artículo en Inglés | MEDLINE | ID: mdl-35475019

10.

Applying multimedia design principles enhances learning in medical education.

Issa, Nabil; Schuller, Mary; Santacaterina, Susan; Shapiro, Michael; Wang, Edward; Mayer, Richard E; DaRosa, Debra A.

Med Educ ; 45(8): 818-26, 2011 Aug.

Artículo en Inglés | MEDLINE | ID: mdl-21752078

11.

Benefits of Writing an Explanation During Pauses in Multimedia Lessons.

Lawson, Alyssa P; Mayer, Richard E.

Educ Psychol Rev ; 33(4): 1859-1885, 2021.

Artículo en Inglés | MEDLINE | ID: mdl-33776377

12.

Busting myths in online education: Faculty examples from the field.

Guevara, Katherine; Fattah, Layla; Ritt-Olson, Anamara; Yin, Pai-Ling; Litman, Lesley; Farouk, Samira S; O'Rourke, Rebecca; Mayer, Richard E.

J Clin Transl Sci ; 5(1): e149, 2021.

Artículo en Inglés | MEDLINE | ID: mdl-34527289

13.

Applying the science of learning to medical education.

Mayer, Richard E.

Med Educ ; 44(6): 543-9, 2010 Jun.

Artículo en Inglés | MEDLINE | ID: mdl-20604850

14.

Better together: Effects of four self-efficacy-building strategies on online statistical learning.

Huang, Xiaoxia; Mayer, Richard E; Usher, Ellen L.

Contemp Educ Psychol ; 63: 101924, 2020 Oct.

Artículo en Inglés | MEDLINE | ID: mdl-33041461

15.

Equivalence of using a desktop virtual reality science simulation at home and in class.

Makransky, Guido; Mayer, Richard E; Veitch, Nicola; Hood, Michelle; Christensen, Karl Bang; Gadegaard, Helen.

PLoS One ; 14(4): e0214944, 2019.

Artículo en Inglés | MEDLINE | ID: mdl-30973900

16.

Applying the science of learning: evidence-based principles for the design of multimedia instruction.

Mayer, Richard E.

Am Psychol ; 63(8): 760-9, 2008 Nov.

Artículo en Inglés | MEDLINE | ID: mdl-19014238

17.

Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning.

Mayer, Richard E; Griffith, Emily; Jurkowitz, Ilana T N; Rothman, Daniel.

J Exp Psychol Appl ; 14(4): 329-39, 2008 Dec.

Artículo en Inglés | MEDLINE | ID: mdl-19102616

18.

Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills.

Bediou, Benoit; Adams, Deanne M; Mayer, Richard E; Tipton, Elizabeth; Green, C Shawn; Bavelier, Daphne.

Psychol Bull ; 144(1): 77-110, 2018 01.

Artículo en Inglés | MEDLINE | ID: mdl-29172564

19.

The case for coherence in scientific explanations: quantitative details can hurt qualitative understanding.

Mayer, Richard E; Jackson, Joshua.

J Exp Psychol Appl ; 11(1): 13-8, 2005 Mar.

Artículo en Inglés | MEDLINE | ID: mdl-15796671

20.

When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction.

Mayer, Richard E; Hegarty, Mary; Mayer, Sarah; Campbell, Julie.

J Exp Psychol Appl ; 11(4): 256-65, 2005 Dec.

Artículo en Inglés | MEDLINE | ID: mdl-16393035

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Onscreen presence of instructors in video lectures affects learners' neural synchrony and visual attention during multimedia learning.

The positivity principle: do positive instructors improve learning from video lectures?

Computer Games in Education.

Designing multimedia instruction in anatomy: An evidence-based approach.

Increasing the realism of on-screen embodied instructors creates more looking but less learning.

Teaching for understanding in medical classrooms using multimedia design principles.

Individual differences in cognitive style and strategy predict similarities in the patterns of brain activity between individuals.

Playing Some Video Games but Not Others Is Related to Cognitive Abilities: A Critique of Unsworth et al. (2015).

Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning.

Applying multimedia design principles enhances learning in medical education.

Benefits of Writing an Explanation During Pauses in Multimedia Lessons.

Busting myths in online education: Faculty examples from the field.

Applying the science of learning to medical education.

Better together: Effects of four self-efficacy-building strategies on online statistical learning.

Equivalence of using a desktop virtual reality science simulation at home and in class.

Applying the science of learning: evidence-based principles for the design of multimedia instruction.

Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning.

Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills.

The case for coherence in scientific explanations: quantitative details can hurt qualitative understanding.

When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction.