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Richard E. Mayer
University of California, Santa Barbara
476Publications
98H-index
44.9kCitations
Publications 476
Newest
Héctor R. Ponce4
Estimated H-index: 4
(Usach: University of Santiago, Chile),
Richard E. Mayer98
Estimated H-index: 98
(UCSB: University of California, Santa Barbara)
+ -3 AuthorsMario J. López3
Estimated H-index: 3
(Usach: University of Santiago, Chile)
Fourth graders were asked to read a text and either to fill in a compare-and-contrast graphic organizer, answer a set of structured questions, take notes, or simply read the text. Both the graphic ...
Published on Jul 10, 2019in Educational Technology Research and Development 2.12
Guido Makransky12
Estimated H-index: 12
(UCPH: University of Copenhagen),
Richard E. Mayer98
Estimated H-index: 98
(UCSB: University of California, Santa Barbara)
+ 3 AuthorsMads Bonde10
Estimated H-index: 10
(UCPH: University of Copenhagen)
There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop virtual reality (VR) laboratory simulation on the topic of genetics, with integrated assessment using multiple choice questions based on item response theory (IRT) and feedback based on the cognitive theory of multimedia learning. A pre-test post-test design was used to investigate three research questions related to: (1) students’ perceptions of assess...
Published on Jul 4, 2019in Journal of Computer Assisted Learning 2.45
Guido Makransky12
Estimated H-index: 12
(UCPH: University of Copenhagen),
Stefan Borre‐Gude (AU: Aarhus University), Richard E. Mayer98
Estimated H-index: 98
(UCSB: University of California, Santa Barbara)
Published on Jul 1, 2019in Contemporary Educational Psychology 2.48
Thomas F. Stahovich21
Estimated H-index: 21
,
Timothy Van Arsdale1
Estimated H-index: 1
,
Richard E. Mayer98
Estimated H-index: 98
Abstract If we carefully observe the spatial and temporal organization of students' pen strokes as they solve an engineering problem, can we predict their ability to achieve the correct answer? To address this question, 122 college students were asked to solve exam problems in an engineering course using a smartpen that recorded their writing as digitized timestamped pen strokes. The pen stroke data was used to compute a collection of 10 metrics characterizing various elements of problem-solving...
Published on May 30, 2018in Journal of Educational Computing Research 1.54
Xiaoxia Huang5
Estimated H-index: 5
(Western Kentucky University),
Richard E. Mayer98
Estimated H-index: 98
(UCSB: University of California, Santa Barbara)
This study investigated the effectiveness of adding four self-efficacy features to an online statistics lesson, based on Bandura’s four sources of self-efficacy information. In a randomized between-subjects experiment, participants learned statistical rules in an example-based online environment with four self-efficacy features added (treatment group) or not (control group). Results of analyses of variance showed that the treatment group performed better on practice (d = 0.36), retention (d = 0....
Published on Jun 17, 2019in Applied Cognitive Psychology 1.55
Jocelyn Parong2
Estimated H-index: 2
(UCSB: University of California, Santa Barbara),
Richard E. Mayer98
Estimated H-index: 98
(UCSB: University of California, Santa Barbara)
Published on Oct 18, 2018in Journal of Educational Psychology 5.18
Claudia Leopold11
Estimated H-index: 11
,
Richard E. Mayer98
Estimated H-index: 98
,
Stephan Dutke10
Estimated H-index: 10
Published on Jun 1, 2019in Learning and Instruction 3.92
Guido Makransky12
Estimated H-index: 12
(UCPH: University of Copenhagen),
Thomas S. Terkildsen1
Estimated H-index: 1
(UCPH: University of Copenhagen),
Richard E. Mayer98
Estimated H-index: 98
(UCSB: University of California, Santa Barbara)
Abstract The main objective of this study was to investigate the potential of combining subjective and objective measures of learning process to uncover the mechanisms underlying the spatial contiguity effect in multimedia learning. The subjective measures of learning process were self-reported cognitive load ratings and the objective measures were eye-tracking and EEG measures. Learning outcome was measured by scores on retention and transfer posttests. A sample of 78 university students partic...
Published on Jun 1, 2019in Journal of Computer Assisted Learning 2.45
Guido Makransky12
Estimated H-index: 12
(UCPH: University of Copenhagen),
Philip Wismer1
Estimated H-index: 1
(DTU: Technical University of Denmark),
Richard E. Mayer98
Estimated H-index: 98
(UCSB: University of California, Santa Barbara)
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