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Results:
1-21
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Results: 21
Authors:
Moreno, R
Mayer, RE
Spires, HA
Lester, JC
Citation: R. Moreno et al., The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents?, COGN INSTR, 19(2), 2001, pp. 177-213
Authors:
Mayer, RE
Citation: Re. Mayer, What good is educational psychology? The case of cognition and instruction, EDUC PSYCH, 36(2), 2001, pp. 83-88
Authors:
Mautone, PD
Mayer, RE
Citation: Pd. Mautone et Re. Mayer, Signaling as a cognitive guide in multimedia learning, J EDUC PSYC, 93(2), 2001, pp. 377-389
Authors:
Mayer, RE
Chandler, P
Citation: Re. Mayer et P. Chandler, When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?, J EDUC PSYC, 93(2), 2001, pp. 390-397
Authors:
Mayer, RE
Heiser, J
Lonn, S
Citation: Re. Mayer et al., Cognitive constraints on multimedia learning: When presenting more material results in less understanding, J EDUC PSYC, 93(1), 2001, pp. 187-198
Authors:
Mayer, RE
Citation: Re. Mayer, Advances in instructional psychology, vol 5, Educational design and cognitive science, CONT PSYCHO, 46(5), 2001, pp. 492-493
Authors:
Mayer, RE
Citation: Re. Mayer, Computers, teachers, peers: Science learning partners, CONT PSYCHO, 46(4), 2001, pp. 403-404
Authors:
Mayer, RE
Citation: Re. Mayer, The challenge of multimedia literacy, ADV READ L, 7, 2000, pp. 363-376
Authors:
Robins, S
Mayer, RE
Citation: S. Robins et Re. Mayer, The metaphor framing effect: Metaphorical reasoning about text-based dilemmas, DISCOURS PR, 30(1), 2000, pp. 57-86
Authors:
Moreno, R
Mayer, RE
Citation: R. Moreno et Re. Mayer, Engaging students in active learning: The case for personalized multimediamessages, J EDUC PSYC, 92(4), 2000, pp. 724-733
Authors:
Moreno, R
Mayer, RE
Citation: R. Moreno et Re. Mayer, A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages, J EDUC PSYC, 92(1), 2000, pp. 117-125
Authors:
Mayer, RE
Citation: Re. Mayer, Learning through children's eyes: Social constructivism and the desire to learn, CONT PSYCHO, 45(6), 2000, pp. 624-627
Authors:
O'Neil, HF
Mayer, RE
Herl, HE
Niemi, C
Olin, K
Thurman, RA
Citation: Hf. O'Neil et al., Instructional strategies for virtual aviation training environments, HUM FAC TR, 2000, pp. 105-130
Authors:
Mayer, RE
Citation: Re. Mayer, Reality by design: The rhetoric and technology of authenticity in education., APPL COGN P, 13(3), 1999, pp. 290-292
Authors:
Baker, EL
Mayer, RE
Citation: El. Baker et Re. Mayer, Computer-based assessment of problem solving, COMP HUM BE, 15(3-4), 1999, pp. 269-282
Authors:
Moreno, R
Mayer, RE
Citation: R. Moreno et Re. Mayer, Multimedia-supported metaphors for meaning making in mathematics, COGN INSTR, 17(3), 1999, pp. 215-248
Authors:
Mayer, RE
Quilici, JL
Moreno, R
Citation: Re. Mayer et al., What is learned in an after-school computer club?, J EDUC COMP, 20(3), 1999, pp. 223-235
Authors:
Mayer, RE
Moreno, R
Boire, M
Vagge, S
Citation: Re. Mayer et al., Maximizing constructivist learning from multimedia communications by minimizing cognitive load, J EDUC PSYC, 91(4), 1999, pp. 638-643
Authors:
Shah, P
Mayer, RE
Hegarty, M
Citation: P. Shah et al., Graphs as aids to knowledge construction: Signaling techniques for guidingthe process of graph comprehension, J EDUC PSYC, 91(4), 1999, pp. 690-702
Authors:
Moreno, R
Mayer, RE
Citation: R. Moreno et Re. Mayer, Cognitive principles of multimedia learning: The role of modality and contiguity, J EDUC PSYC, 91(2), 1999, pp. 358-368
Authors:
Mayer, RE
Citation: Re. Mayer, Designing instruction for constructivist learning, INSTRUCTIONAL-DESIGN THEORIES AND MODELS, VOL II, 1999, pp. 141-159
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1-21
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