Sarah Mayer's research while affiliated with University of California, Santa Barbara and other places

Publications (4)

Article
In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works (Experimen...
Article
Full-text available
We examined the use of hand gestures while people solved spatial reasoning problem in which they had to infer motion from static diagrams (mental animation problems). In Experiment 1, participants were asked to think aloud while solving mental animation problems. They gestured on more than 90% of problems, and most gestures expressed information ab...
Article
Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Students performed better on a problem-solving transfer test when Dr. Phyz's explanations were presented as narration rather than on-screen text (Experiment...

Citations

... According to [14], educator can place a "Continue" button to assist the learner to move to the next slides. [15] had suggested that educator also can use list of question in the presentation to provide the learner learns own their own pace. Question can be asked in the upper right corner of the presentation screen. ...
... Studies, including recent meta-analyses (Ceken & Taskin, 2022; Rey et al., 2019), indicate that applying the segmenting principle can enhance learning outcomes (Boucheix & Guignard, 2005;Hasler et al., 2007;Mayer et al., 2003;Moreno, 2007). For instance, Rey et al. (2019) found a small-to medium-sized effect of segmenting for retention and transfer for a system-paced segmentation, that is, when the system is set to a predefined pace. ...
... Using gesture interactions to enact the procedure steps physically in VR may benefit learners with lower SA. Gestures should mitigate the limitations of lower spatial working memory by physically encoding the causal links of the procedure, providing an additional cue for recall of each step (Hegarty et al., 2005). Lending support to our hypothesis, there is evidence that lower spatial individuals perform to the level of higher spatial individuals after manipulating objects in a 3-D VE compared to those who were passively immersed in the VR (Jang et al., 2017). ...
... Aside from positive effects on student engagement, multimedia learning materials can facilitate knowledge acquisition and thus lead to more meaningful learning (Mayer, 2014). On the other hand, a considerable number of studies have demonstrated that simply presenting information in different modes or formats does not necessarily lead to a better understanding of the information or to better learning in general (Hegarty, 2004;Mayer et al., 2005;Moreno, 2004;Ploetzner & Lowe, 2004). ...