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ORCIDRichard E. Mayer
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2020 – today
- 2024
[j57]Xiaoxue Leng
, Fuxing Wang, Richard E. Mayer, Tingting Zhao:
How to train students to engage in text-picture integration for multimedia lessons. Br. J. Educ. Technol. 55(3): 1167-1188 (2024)- [j56]Sinem Aslan, Lenitra Megail Durham, Nese Alyüz, Rebecca Chierichetti, Pete Denman, Eda Okur, David Gonzalez-Aguirre, Julio Zamora-Esquivel, Héctor A. Cordourier Maruri, Sangita Sharma, Giuseppe Raffa, Richard E. Mayer, Lama Nachman:
What is the impact of a multi-modal pedagogical conversational AI system on parents' concerns about technology use by young children? Br. J. Educ. Technol. 55(4): 1625-1650 (2024) - [j55]Héctor R. Ponce, Richard E. Mayer, Sandra F. Torres:
Different Principles of Information Design for Three Online Financial Tasks: Localization, Comparison, and Subtraction. Int. J. Hum. Comput. Interact. 40(11): 2954-2967 (2024) - [j54]Leah S. Mahler, Richard E. Mayer:
Anime as a medium for science learning. J. Comput. Assist. Learn. 40(2): 787-796 (2024) - [j53]Alyssa P. Lawson, Richard E. Mayer:
Individual differences in executive function affect learning with immersive virtual reality. J. Comput. Assist. Learn. 40(3): 1068-1082 (2024) - [c25]Klay Max Hauser, Christos Mousas, Nicoletta Adamo, Minsoo Choi, Richard E. Mayer, Fangzheng Zhao:
The Effect of Dynamic Facial Asymmetries on the Perceived Believability, Appeal, and Naturalness of Animated Agents. SAP 2024: 6:1-6:8 - [c24]Johanna Schoenherr, Richard E. Mayer:
Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling. Diagrams 2024: 327-334 - 2023
- [j52]Gustav Bøg Petersen, Valdemar Aksel Stenberdt, Richard E. Mayer, Guido Makransky:
Collaborative generative learning activities in immersive virtual reality increase learning. Comput. Educ. 207: 104931 (2023) - [j51]Richard E. Mayer, Guido Makransky, Jocelyn Parong:
The Promise and Pitfalls of Learning in Immersive Virtual Reality. Int. J. Hum. Comput. Interact. 39(11): 2229-2238 (2023) - [j50]Yanqing Wang, Fuxing Wang, Richard E. Mayer, Xiangen Hu, Shaoying Gong:
Benefits of prompting students to generate summaries during pauses in segmented multimedia lessons. J. Comput. Assist. Learn. 39(4): 1259-1273 (2023) - [j49]Meixia Cheng, Fuxing Wang, Richard E. Mayer:
Benefits of asking students to make an instructional video of a multimedia lesson: Clarifying the learning-by-teaching hypothesis. J. Comput. Assist. Learn. 39(5): 1636-1651 (2023) - [c23]Luchcha Lam, Minsoo Choi, Magzhan Mukanova, Klay Hauser, Fangzheng Zhao, Richard E. Mayer, Christos Mousas, Nicoletta Adamo-Villani:
Effects of Body Type and Voice Pitch on Perceived Audio-Visual Correspondence and Believability of Virtual Characters. SAP 2023: 3:1-3:11 - [c22]Magzhan Mukanova, Nicoletta Adamo, Christos Mousas, Minsoo Choi, Klay Hauser, Richard E. Mayer, Fangzheng Zhao:
Animated Pedagogical Agents Performing Affective Gestures Extracted from the GEMEP Dataset: Can People Recognize Their Emotions? ArtsIT (2) 2023: 271-280 - 2022
- [j48]Alyssa P. Lawson, Richard E. Mayer:
The Power of Voice to Convey Emotion in Multimedia Instructional Messages. Int. J. Artif. Intell. Educ. 32(4): 971-990 (2022) - [j47]Wenjing Li, Fuxing Wang, Richard E. Mayer, Tao Liu:
Animated pedagogical agents enhance learning outcomes and brain activity during learning. J. Comput. Assist. Learn. 38(3): 621-637 (2022) - 2021
- [j46]Alyssa P. Lawson, Richard E. Mayer, Nicoletta Adamo-Villani, Bedrich Benes, Xingyu Lei, Justin Cheng:
Do Learners Recognize and Relate to the Emotions Displayed By Virtual Instructors? Int. J. Artif. Intell. Educ. 31(1): 134-153 (2021) - [j45]Alyssa P. Lawson, Richard E. Mayer, Nicoletta Adamo-Villani, Bedrich Benes, Xingyu Lei, Justin Cheng:
Recognizing the emotional state of human and virtual instructors. Comput. Hum. Behav. 114: 106554 (2021) - [j44]Tal Horovitz, Richard E. Mayer:
Learning with human and virtual instructors who display happy or bored emotions in video lectures. Comput. Hum. Behav. 119: 106724 (2021) - [j43]Jocelyn Parong, Richard E. Mayer:
Cognitive and affective processes for learning science in immersive virtual reality. J. Comput. Assist. Learn. 37(1): 226-241 (2021) - [c21]Xingyu Lei, Nicoletta Adamo-Villani, Bedrich Benes, Zhiquan Wang, Zachary Meyer, Richard E. Mayer, Alyssa P. Lawson:
Perceived Naturalness of Interpolation Methods for Character Upper Body Animation. ISVC (1) 2021: 103-115 - 2020
- [j42]Gustav Bøg Petersen, Sara Klingenberg, Richard E. Mayer, Guido Makransky:
The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education. Br. J. Educ. Technol. 51(6): 2098-2114 (2020)
2010 – 2019
- 2019
- [j41]Guido Makransky, Philip Wismer, Richard E. Mayer:
A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation. J. Comput. Assist. Learn. 35(3): 349-358 (2019) - [j40]Guido Makransky, Stefan Borre-Gude, Richard E. Mayer:
Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. J. Comput. Assist. Learn. 35(6): 691-707 (2019) - [c20]Andrew T. Stull, Logan Fiorella, Rebecca Similuk, Stevi Ibonie, Richard E. Mayer:
Effects of Instructor Presence in Video Lectures: Rapport, Attention, and Learning. CogSci 2019: 3580 - 2018
- [j39]Andrew T. Stull, Logan Fiorella, Morgan J. Gainer, Richard E. Mayer:
Using transparent whiteboards to boost learning from online STEM lectures. Comput. Educ. 120: 146-159 (2018) - [j38]Hector R. Ponce, Richard E. Mayer, María Soledad Loyola, Mario J. López, Ester E. Méndez:
When two computer-supported learning strategies are better than one: An eye-tracking study. Comput. Educ. 125: 376-388 (2018) - [j37]Andrew T. Stull, Logan Fiorella, Richard E. Mayer:
An eye-tracking analysis of instructor presence in video lectures. Comput. Hum. Behav. 88: 263-272 (2018) - [j36]Logan Fiorella, Richard E. Mayer:
What works and doesn't work with instructional video. Comput. Hum. Behav. 89: 465-470 (2018) - [j35]Hector R. Ponce, Richard E. Mayer, Verónica A. Figueroa, Mario J. López:
Interactive highlighting for just-in-time formative assessment during whole-class instruction: effects on vocabulary learning and reading comprehension. Interact. Learn. Environ. 26(1): 42-60 (2018) - [j34]Justin Gyllen, Thomas F. Stahovich, Richard E. Mayer:
How students read an e-textbook in an engineering course. J. Comput. Assist. Learn. 34(6): 701-712 (2018) - 2017
- [j33]Bruce M. McLaren, Deanne M. Adams, Richard E. Mayer, Jodi Forlizzi:
A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach. Int. J. Game Based Learn. 7(1): 36-56 (2017) - [j32]Richard E. Mayer:
Using multimedia for e-learning. J. Comput. Assist. Learn. 33(5): 403-423 (2017) - [c19]Bruce M. McLaren, Rosta Farzan, Deanne Adams, Richard E. Mayer, Jodi Forlizzi:
Uncovering Gender and Problem Difficulty Effects in Learning with an Educational Game. AIED 2017: 540-543 - 2016
- [j31]Xiaoxia Huang, Richard E. Mayer:
Benefits of adding anxiety-reducing features to a computer-based multimedia lesson on statistics. Comput. Hum. Behav. 63: 293-303 (2016) - 2015
- [j30]Bruce M. McLaren, Deanne M. Adams, Richard E. Mayer:
Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor. Int. J. Artif. Intell. Educ. 25(4): 520-542 (2015) - 2014
- [j29]Harold F. O'Neil, Gregory K. W. K. Chung, Deirdre Kerr, Terry P. Vendlinski, Rebecca E. Buschang, Richard E. Mayer:
Adding self-explanation prompts to an educational computer game. Comput. Hum. Behav. 30: 23-28 (2014) - [j28]Hector R. Ponce, Richard E. Mayer:
Qualitatively different cognitive processing during online reading primed by different study activities. Comput. Hum. Behav. 30: 121-130 (2014) - [j27]Deanne Adams, Bruce M. McLaren, Kelley Durkin, Richard E. Mayer, Bethany Rittle-Johnson, Seiji Isotani, Martin Van Velsen:
Using erroneous examples to improve mathematics learning with a web-based tutoring system. Comput. Hum. Behav. 36: 401-411 (2014) - [j26]Hector R. Ponce, Richard E. Mayer:
An eye movement analysis of highlighting and graphic organizer study aids for learning from expository text. Comput. Hum. Behav. 41: 21-32 (2014) - [c18]Wayne D. Gray, Ray S. Perez, John K. Lindstedt, Anna Skinner, Robin Johnson, Richard E. Mayer, Deanne Adams, Robert K. Atkinson:
Tetris as Research Paradigm: An Approach to Studying Complex Cognitive Skills. CogSci 2014 - 2013
- [j25]Eunmo Sung, Richard E. Mayer:
Online multimedia learning with mobile devices and desktop computers: An experimental test of Clark's methods-not-media hypothesis. Comput. Hum. Behav. 29(3): 639-647 (2013) - [c17]Deanne Adams, Bruce M. McLaren, Richard E. Mayer, George Goguadze, Seiji Isotani:
Erroneous Examples as Desirable Difficulty. AIED 2013: 803-806 - [c16]Deanne Adams, Richard E. Mayer:
Can Playing Portal Affect Spatial Thinking and Increase Learning in a STEM Area? CogSci 2013 - 2012
- [j24]Hector R. Ponce, Mario J. López, Richard E. Mayer:
Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies. Comput. Educ. 59(4): 1170-1183 (2012) - [j23]Eunmo Sung, Richard E. Mayer:
Students' beliefs about mobile devices Vs. desktop computers in South Korea and the United States. Comput. Educ. 59(4): 1328-1338 (2012) - [j22]Eunmo Sung, Richard E. Mayer:
Affective impact of navigational and signaling aids to e-learning. Comput. Hum. Behav. 28(2): 473-483 (2012) - [j21]Eunmo Sung, Richard E. Mayer:
When graphics improve liking but not learning from online lessons. Comput. Hum. Behav. 28(5): 1618-1625 (2012) - [j20]Eunmo Sung, Richard E. Mayer:
Five facets of social presence in online distance education. Comput. Hum. Behav. 28(5): 1738-1747 (2012) - [j19]Michael B. Miller, Christa-Lynn Donovan, Craig M. Bennett, Elissa Aminoff, Richard E. Mayer:
Individual differences in cognitive style and strategy predict similarities in the patterns of brain activity between individuals. NeuroImage 59(1): 83-93 (2012) - [c15]Deanne Adams, Richard E. Mayer:
Examining the Connection Between Dynamic and Static Spatial Skills and Video Game Performance. CogSci 2012 - [c14]Deanne Adams, Bruce M. McLaren, Kelley Durkin, Richard E. Mayer, Bethany Rittle-Johnson, Seiji Isotani, Martin Van Velsen:
Erroneous Examples Versus Problem Solving: Can We Improve How Middle School Students Learn Decimals? CogSci 2012 - [c13]Bruce M. McLaren, Deanne Adams, Kelley Durkin, George Goguadze, Richard E. Mayer, Bethany Rittle-Johnson, Sergey A. Sosnovsky, Seiji Isotani, Martin Van Velsen:
To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students. EC-TEL 2012: 222-235 - 2011
- [j18]Bruce M. McLaren, Krista E. DeLeeuw, Richard E. Mayer:
Polite web-based intelligent tutors: Can they improve learning in classrooms? Comput. Educ. 56(3): 574-584 (2011) - [j17]Krista E. DeLeeuw, Richard E. Mayer:
Cognitive consequences of making computer-based learning activities more game-like. Comput. Hum. Behav. 27(5): 2011-2016 (2011) - [j16]Bruce M. McLaren, Krista E. DeLeeuw, Richard E. Mayer:
A politeness effect in learning with web-based intelligent tutors. Int. J. Hum. Comput. Stud. 69(1-2): 70-79 (2011) - [c12]Seiji Isotani, Deanne Adams, Richard E. Mayer, Kelley Durkin, Bethany Rittle-Johnson, Bruce M. McLaren:
Can Erroneous Examples Help Middle-School Students Learn Decimals? EC-TEL 2011: 181-195 - 2010
- [j15]Cheryl I. Johnson, Richard E. Mayer:
Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Comput. Hum. Behav. 26(6): 1246-1252 (2010) - [c11]Andrew T. Stull, Mary Hegarty, Richard E. Mayer:
Anatomy Learning with Virtual Objects. AAAI Spring Symposium: Cognitive Shape Processing 2010 - [c10]Krista E. DeLeeuw, Richard E. Mayer, Barry Giesbrecht:
How Does Text Affect the Processing of Diagrams in Multimedia Learning? Diagrams 2010: 304-306
2000 – 2009
- 2008
- [j14]Ning Wang, W. Lewis Johnson, Richard E. Mayer, Paola Rizzo, Erin Shaw, Heather Collins:
The politeness effect: Pedagogical agents and learning outcomes. Int. J. Hum. Comput. Stud. 66(2): 98-112 (2008) - 2006
- [j13]Richard E. Mayer, W. Lewis Johnson, Erin Shaw, Sahiba Sandhu:
Constructing computer-based tutors that are socially sensitive: Politeness in educational software. Int. J. Hum. Comput. Stud. 64(1): 36-42 (2006) - 2005
- [b1]Richard E. Mayer:
The Cambridge handbook of multimedia learning, 1st Edition. Cambridge Univ. Press 2005, ISBN 9780521547512, pp. I-XVI, 1-663 - [c9]W. Lewis Johnson, Richard E. Mayer, Elisabeth André, Matthias Rehm:
Cross-Cultural Evaluation of Politeness in Tactics for Pedagogical Agents. AIED 2005: 298-305 - [c8]Ning Wang, W. Lewis Johnson, Richard E. Mayer, Paola Rizzo, Erin Shaw, Heather Collins:
The Politeness Effect: Pedagogical Agents and Learning Gains. AIED 2005: 686-693 - [c7]Ning Wang, W. Lewis Johnson, Paola Rizzo, Erin Shaw, Richard E. Mayer:
Experimental evaluation of polite interaction tactics for pedagogical agents. IUI 2005: 12-19 - [c6]Paola Rizzo, Hyokyeong Lee, Erin Shaw, W. Lewis Johnson, Ning Wang, Richard E. Mayer:
A Semi-automated Wizard of Oz Interface for Modeling Tutorial Strategies. User Modeling 2005: 174-178 - 2004
- [c5]Leslie Champeny, Christine L. Borgman, Gregory H. Leazer, Anne J. Gilliland-Swetland, Kelli A. Millwood, Leonard D'Avolio, Jason R. Finley, Laura J. Smart, Patricia D. Mautone, Richard E. Mayer, Richard A. Johnson:
Developing a digital learning environment: an evaluation of design and implementation processes. JCDL 2004: 37-46 - 2003
- [j12]Jan L. Plass, Dorothy M. Chun, Richard E. Mayer, Detlev Leutner:
Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Comput. Hum. Behav. 19(2): 221-243 (2003) - 2002
- [j11]Richard E. Mayer:
A taxonomy for computer-based assessment of problem solving. Comput. Hum. Behav. 18(6): 623-632 (2002) - [j10]Rachel Michael Nilsson, Richard E. Mayer:
The effects of graphic organizers giving cues to the structure of a hypertext document on users' navigation strategies and performance. Int. J. Hum. Comput. Stud. 57(1): 1-26 (2002) - [p1]Maria Kozhevnikov, Mary Hegarty, Richard E. Mayer:
Spatial Abilities in Problem Solving in Kinematics. Diagrammatic Representation and Reasoning 2002: 155-171 - 2001
- [c4]Anita Coleman, Terence R. Smith, Olha A. Buchel, Richard E. Mayer:
Learning Spaces in Digital Libraries. ECDL 2001: 251-262 - 2000
- [j9]Christine L. Borgman, Anne J. Gilliland-Swetland, Gregory H. Leazer, Richard E. Mayer, David Gwynn, Rich Gazan, Patricia D. Mautone:
Evaluating Digital Libraries for Teaching and Learning in Undergraduate Education: A Case Study of the Alexandria Digital Earth Prototype (ADEPT). Libr. Trends 49(2) (2000)
1990 – 1999
- 1999
- [c3]Roxana Moreno, Richard E. Mayer:
Deriving Instructional Design Principles from Multimedia Presentations with Animations. ICMCS, Vol. 1 1999: 720-725 - [c2]Roxana Moreno, Richard E. Mayer:
Visual Presentations in Multimedia Learning: Conditions that Overload Visual Working Memory. VISUAL 1999: 793-800
1980 – 1989
- 1986
- [j8]Richard E. Mayer, Jennifer L. Dyck, William Vilberg:
Learning to Program and Learning to Think: What's the Connection? Commun. ACM 29(7): 605-610 (1986) - 1985
- [c1]Jennifer L. Dyck, Richard E. Mayer:
BASIC versus natural language: is there one underlying comprehension process? CHI 1985: 221-223 - 1984
- [j7]Piraye Bayman, Richard E. Mayer:
Instructional Manipulation of Users' Mental Models for Electronic Calculators. Int. J. Man Mach. Stud. 20(2): 189-199 (1984) - 1983
- [j6]Piraye Bayman, Richard E. Mayer:
A Diagnosis of Beginning Programmers' Misconceptions of BASIC Programming Statements. Commun. ACM 26(9): 677-679 (1983) - 1981
- [j5]Richard E. Mayer, Piraye Bayman:
Psychology of Calculator Languages: A Framework for Describing Differences in Users' Knowledge. Commun. ACM 24(8): 511-520 (1981) - [j4]Richard E. Mayer:
The Psychology of How Novices Learn Computer Programming. ACM Comput. Surv. 13(1): 121-141 (1981)
1970 – 1979
- 1979
- [j3]Richard E. Mayer:
A Psychology of Learning BASIC. Commun. ACM 22(11): 589-593 (1979) - [j2]Ben Shneiderman, Richard E. Mayer:
Syntactic/semantic interactions in programmer behavior: A model and experimental results. Int. J. Parallel Program. 8(3): 219-238 (1979) - 1977
- [j1]Ben Shneiderman, Richard E. Mayer, Don McKay, Peter Heller:
Experimental Investigations of the Utility of Detailed Flowcharts in Programming. Commun. ACM 20(6): 373-381 (1977)
Coauthor Index
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