EDIT 720 Jennifer N. Hudson, M.Ed.

Annotated Bibliographies #7
# 1 Mayer, R. E. (2014). Introduction to multimedia learning. In R. E. Mayer (Ed.), The
Cambridge Handbook of Multimedia Learning. (pp. 1-26). New York: Cambridge.
Mayer (2014) makes a valid point that, People can learn more deeply from words and pictures
than from words alone (pp. 1). Having more than just words to convey a message puts more
emphasis on learning. There were three terms defined in this chapter to help the reader
understand what constitutes as pictures. Multimedia is presenting words and pictures (Mayer,
2014, pp. 2). Multimedia learning is building mental images from words and pictures (Mayer,
2014, pp. 2). Multimedia instruction is presenting words and pictures (Mayer, 2014, pp. 2). The
research base in multimedia learning is divided into five parts. Those five parts are theoretical
foundations, basic principles of multimedia learning, advanced principles of multimedia
learning, multimedia learning of cognitive processes, and multimedia learning in advanced
computer-based contexts (Mayer, 2014, pp. 8-10). There are many different ways multimedia
learning can be seen as. It can be categorized as response strengthening, as information
acquisition, as knowledge construction (Mayer, 2014, pp. 17-19).
#2 Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The
Cambridge Handbook of Multimedia Learning. (pp. 43-71). New York: Cambridge.
In this chapter, it was more involved on what is multimedia learning. First, it discussed what a
multimedia instructional message is. A multimedia instructional message is words and pictures
created to promote learning (Mayer, 2014, pp. 44). Tests of retention and transfer are ways that
learning can be measured (Mayer, 2014, pp. 44). Transfer tests show how much information has
been learned (Mayer, 2014, pp. 44). The way people process information depends on cognitive
theory in knowing how people learn from pictures and words (Mayer, 2014, pp. 45).
In multimedia learning, there are three assumptions of cognitive theory (Mayer, 2014, pp. 46).
The first one is not taking advantage of the auditory modes of presentation (Mayer, 2014, pp.
46). It is called the single-channel assumption (Mayer, 2014, pp. 46). Because there is so much
information being presented, it is based on the unlimited-capacity assumption (Mayer, 2014, pp.
46). The third assumption is the passive processing assumption (Mayer, 2014, pp. 46).
#3 Schnotz, W. (2014). Integrated model of text and picture comprehension. In R. E. Mayer
(Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 72-103). New York: Cambridge.
This chapter started with discussing the definition of multimedia and multimedia learning.
Multimedia learning is looking at text with pictures or listening to a text with pictures (Mayer,
2014, pp. 73). There are two types of representations: descriptions and depictions. The most
common type of description is text (Mayer, 2014, pp. 76). Some examples of depictions are
photographs, drawings, and paintings (Mayer, 2014, pp. 76). There are mental representations as
well. When students understand a picture, they can get different mental representations (Mayer,
2014, pp. 77).
In working memory, written or spoken text are processed during this stage (Mayer, 2014, pp. 80).
Auditory working memory and visual working memory are two of the subsystems that have

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EDIT 720 Jennifer N. Hudson, M.Ed.

received much attention (Mayer, 2014, pp. 80). In long-term memory, text comprehension and
picture comprehension require prior knowledge (Mayer, 2014, pp. 81). It was stated that,
Objects can be recognized faster and more easily when they are presented from a typical
perspective, (Mayer, 2014, pp. 82).
#4 Mayer, R. E., & Anderson, B. (1991). Animations Need Narrations: An Experimental Test of a
Dual-coding Hypthesis. Journal of Educational Psychology, 3, 484-490.
In this article, it discussed how animations need narrations. There was a study done to show how
narrations affect learning. In component 1, it involved building representational connections
between verbal presented information and verbal representation (Mayer & Anderson, 1991, pp.
486). Component 2 discussed building representational connections between visual presented
information and visual representation (Mayer & Anderson, 1991, pp. 486). Component 3
involved building referential connections between verbal and visual representations (Mayer &
Anderson, 1991, pp. 486).
In the studies, it showed that the illustrations and labels made better problem-solving transfers
(Mayer & Anderson, 1991, pp. 490). Previous studies also show that the presentation of the
narrative and visual portions of an instructional movie allowed students to have a better chance
of recalling information (Mayer & Anderson, 1991, pp. 490). In the study, it showed that speech
and animation resulted in better problem-solving. However, it was also showed that having some
speech with visual sequences resulted in good results too (Mayer & Anderson, 1991, pp. 490).
#5 Leopold, C., Doerner, M., Leutner, D., & Dutke, S. (2015). Effects of Strategy Instructions on
Learning from Text and Pictures. Instructional Science: An International Journal Of The
Learning Sciences, 43 (3), 345-364.
I selected this article because it discussed the learning effects from text and pictures. In this
article, it also states that presenting information with pictures and text is a more effective way to
deliver information than with text alone (Leopold, Doerner, Leutner, Dutke, 2015, pp. 346). Even
though most studies show this as a positive effect in learning, some studies show that it did not
(Leopold, Doerner, Leutner, Dutke, 2015, pp. 346).
Students in the study connected to the information without being instructed because of the text
and the pictures (Leopold, Doerner, Leutner, Dutke, 2015, pp. 347). In doing their study, they
thought that the groups who learned with illustrated text and no strategy would perform better
than the control group (Leopold, Doerner, Leutner, Dutke, 2015, pp. 347). The control group was
the multimedia effect (Leopold, Doerner, Leutner, Dutke, 2015, pp. 347). They also figured
students who were making those referential connections would perform better (Leopold,
Doerner, Leutner, Dutke, 2015, pp. 347).
What I discovered in this article was that the referential connections are very important when
determining if the learner will gain the information necessary from text and pictures without
being instructed.