Search results for author:"Roxana Moreno"
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University of New Mexico
World Conference on Educational Media and Technology 2002 (2002) pp. 1374–1379
In this paper, I review a set of studies that examined what students learn in various virtual reality environments (VREs) designed to promote an understanding of environmental science. The goal of the reported studies was to provide an update to...
Who Learns Best with Multiple Representations? Cognitive Theory Predictions on Individual Differences in Multimedia Learning
World Conference on Educational Media and Technology 2002 (2002) pp. 1380–1385
Who learns best with multiple representations? In this paper, I present a cognitive theory of multimedia learning from which predictions on individual differences in learning are derived and tested. Elementary students learned how to add and...
Learning from Animated Classroom Exemplars: The Case for Guiding Student Teachers' Observations with Metacognitive Prompts
Educational Research and Evaluation Vol. 15, No. 5 (October 2009) pp. 487–501
Student teachers learned about teaching principles with the help of an instructional program that included classroom animation exemplars, where expert teachers demonstrate how to apply teaching principles to a classroom scenario. Some students...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3716–3719
How can we help teachers assess the effectiveness of multimedia learning environments? In this paper, I present a cognitive theory of multimedia learning from which four principles of instructional design are derived and tested. For each principle,...
Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 99–113
This paper examines one of the potential roles that software agents may have in helping students reduce working memory load while learning from discovery-based multimedia environments: providing explanatory feedback. Two studies examined the "guided ...
Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making
Learning and Instruction Vol. 19, No. 5 (October 2009) pp. 433–444
Participants in the present study were 87 college students who learned about botany using an agent-based instructional program with three different learning approaches: individual, jigsaw, or cooperative learning. Results showed no differences among ...
Learning and Instruction Vol. 16, No. 2 (April 2006) pp. 170–181
Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning
Journal of Educational Psychology Vol. 96, No. 3 (September 2004) pp. 492–503
Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G--verbal...
Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback
Educational Technology Research and Development Vol. 53, No. 3 (2005) pp. 35–46
The cognitive load and learning effects of dual-code and interactivity--two multimedia methods intended to promote meaningful learning--were examined. In Experiment 1, college students learned about the causal chain of events leading to the process...
World Conference on Educational Media and Technology 2000 (2000) pp. 782–787
How can we help students understand scientific systems? One promising approach involves multimedia presentations of explanations in visual and verbal formats, such as presenting a computer-generated animation synchronized with narration or on...
Educational Psychology Review Vol. 19, No. 3 (September 2007) pp. 309–326
What are interactive multimodal learning environments and how should they be designed to promote students' learning? In this paper, we offer a cognitive-affective theory of learning with media from which instructional design principles are derived....
Introducing social cues in multimedia learning: The role of pedagogic agents' image and language in a scientific lesson
Introducing social cues in multimedia learning: The role of pedagogic@agents' image and language in a scientific lesson (1999) pp. 1–162
The present dissertation tested the hypothesis that software pedagogical agents can promote constructivist learning in a discovery-based multimedia environment. In a preliminary study, students who received a computer-based lesson on environmental...
Students' Choice of Animated Pedagogical Agents in Science Learning: A Test of the Similarity-Attraction Hypothesis on Gender and Ethnicity
Contemporary Educational Psychology Vol. 31, No. 2 (April 2006) pp. 186–207
College students learned about science with a multimedia program. One group (choice or C) chose to learn with or without an animated pedagogical agent (APA) representing a male or female of five different ethnicities. Another group (no-choice or NC) ...
Promoting Awareness of Learner Diversity in Prospective Teachers: Signaling Individual and Group Differences within Virtual Classroom Cases
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 111–130
We investigated two methods to promote prospective teachers’ awareness of learner diversity and application of teaching principles using a problem-based learning environment. In Experiment 1, we examined the effects of presenting a conceptual...
Cognition and Instruction Vol. 17, No. 3 (1999) pp. 215–48
Two experiments examined the use of a number-line metaphor presented with interactive multimedia to help sixth graders with varying levels of mathematics achievement or spatial ability build connections between addition and subtraction of signed...
Journal of Educational Psychology Vol. 94, No. 1 (2002) pp. 156–63
Three studies investigated whether and under what conditions the addition of on-screen text would facilitate the learning of a narrated scientific multimedia explanation. The overall pattern of results can be explained by a dual-processing model of...
Journal of Educational Psychology Vol. 96, No. 1 (March 2004) pp. 165–173
College students learned how to design the roots, stem, and leaves of plants to survive in five different virtual reality environments through an agent-based multimedia educational game. For each student, the agent used personalized speech (e.g.,...
A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory
Journal of Educational Psychology Vol. 90, No. 2 (1998) pp. 312–20
Multimedia learners (n=146 college students) were able to integrate words and computer-presented pictures more easily when the words were presented aurally rather than visually. This split-attention effect is consistent with a dual-processing model...
Do Classroom Exemplars Promote the Application of Principles in Teacher Education? A Comparison of Videos, Animations, and Narratives
Educational Technology Research and Development Vol. 56, No. 4 (August 2008) pp. 449–465
Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video,...
Journal of Educational Psychology Vol. 94, No. 3 (2002) pp. 598–610
College students learned about botany through an agent-based multimedia game. Students received either spoken or identical on-screen text explanations. Results reveal that students scored higher on retention, transfer, and program ratings in...
Learning and Instruction Vol. 12, No. 1 (2002) pp. 107–119
Computer-based multimedia learning environments — consisting of pictures (such as animation) and words (such as narration) — offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people...
A Coherence Effect in Multimedia Learning: The Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages
Journal of Educational Psychology Vol. 92, No. 1 (2000) pp. 117–25
Discusses two studies that explored whether adding music and/or sounds to multimedia instructional messages would improve the quality of college students' retention and transfer. Groups receiving both music and sounds performed worse than groups...
Journal of Educational Psychology Vol. 92, No. 4 (2000) pp. 724–33
Tests the hypothesis that personalized messages in a multimedia science lesson can promote deep learning by actively engaging students in the elaboration of the materials and reducing processing load. Instructional messages were presented in either...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2615–2622
This paper reports the findings of a research program funded by the National Science Foundation aimed at examining whether and under which conditions does the use of virtual classroom cases promote prospective teachers’ ability to apply teaching...
Life-Like Pedagogical Agents in Constructivist Multimedia Environments: Cognitive Consequences of their Interaction
World Conference on Educational Media and Technology 2000 (2000) pp. 776–781
The goal of this study is to test the hypothesis that animated pedagogical agents can promote constructivist learning in a discovery-based learning environment. We do this by first, comparing the learning outcomes of students who learn in the...
Journal of Educational Computing Research Vol. 20, No. 3 (1999) pp. 223–35
An after-school computer club was developed in which language-minority children learned to master a series of educational computer games through reading instructions, interacting with peers, and interacting with adult mentors. Results show how an...
The Case for Social Agency in Computer-based Teaching: Do Students Learn More Deeply When They Interact with Animated Pedagogical Agents?
Cognition and Instruction Vol. 19, No. 2 (2001) pp. 177–213
Five experiments explored a potentially more productive application of educational technology in which an individual learner has the opportunity to develop a social relation with a computer by interacting with an animated pedagogical agent. Results...
Richard E. Mayer; Jill Quilici; Roxana Moreno; Richard Duran; Scott Woodbridge; Rebecca Simon; David Sanchez; Amy Lavezzo
Journal of Educational Computing Research Vol. 16, No. 4 (1997) pp. 353–69
Children who attended the Fifth Dimension after-school computer club at least 10 times during the 1994-95 school year performed better on word problem comprehension tests than did non-participating children. Results support the hypothesis that...