Selected Publications

Selected Books

Mayer, R. E. (in press). Multimedia learning (3rd ed). New York: Cambridge University Press.

Plass, J., Mayer, R. E., & Homer, B. (Eds.). (2020). Handbook of game-based learning. Cambridge, MA: MIT Press.

Mayer, R. E. (2019). How to be a successful student: 20 study habits based on the science of learning. New York: Routledge.

Mayer, R. E., & Alexander, P. A. (Eds.). (2017). Handbook on research on learning and instruction (2nd ed). New York: Routledge.

Clark, R., & Mayer, R. E. (2016). E-learning and the science of instruction (4th ed). San Francisco: Pfeiffer.

Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. New York: Cambridge University Press.

Mayer, R. E. (2014). Computer games for learning: An evidence-based approach. Cambridge, MA: MIT Press

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.

Mayer, R. E. (2011). Applying the science of learning. Upper Saddle River, NJ: Pearson

Mayer, R. E. (2008). Learning and instruction. (2nd ed.). Upper Saddle River, NJ: Pearson.

Selected Journal Articles

Parong, J., Wells, A., & Mayer, R. E. (in press). Replicated evidence towards a cognitive theory of game-based training. Journal of Educational Psychology.

Li, W., Wang, F., Mayer, R. E., & Liu, H. (in press). Getting the point: Which kinds of gestures by pedagogical agents improve multimedia learning? Journal of Educational Psychology.

Fiorella, L., Kuhlmann, S. L., Stull, A., & Mayer, R. E. (in press). Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations. Journal of Educational Psychology.

Stahovich, T., Gyllen, J., & Mayer, R. E. (in press). Accuracy in judgments of study time predict academic success in an engineering course. Metacognition and Learning.

Lee, H., & Mayer, R. E. (in press). Fostering learning from instructional video in a second language. Applied Cognitive Psychology.

James, K., & Mayer, R. E. (in press). Learning a second language by playing a game. Applied Cognitive Psychology.

Hellenbrand, J., Mayer, R. E., Opfermann, M., Schmeck, A., Leutner, D. (in press). How generative drawing affects the learning process: An eye-tracking analysis. Applied Cognitive Psychology.

Parong, J., & Mayer, R. E. (in press). Cognitive consequences of playing brain training games in virtual reality. Applied Cognitive Psychology.

Makransky, G., Borre-Gude, S., & Mayer, R. E. (in press). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning.

Xie, H., Wang, F., Mayer, R. E., & Zhou, Z. (2019). Coordinating visual and auditory cueing in multimedia learning. Journal of Educational Psychology, 111, 235-255.

Leopold, C., Mayer, R. E., & Dutke, S. (2019). The power of imagination and perspective in learning from science text. Journal of Educational Psychology, 111, 793-808.

Fiorella, L., Stull, A., Kuhlmann, S., & Mayer, R. E. (2019). Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility. Journal of Educational Psychology, 111, 1162-1171.

Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236.

Makransky, G., Terkildsen, T., & Mayer, R. E. (2019). Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect. Learning and Instruction, 61, 23-34.

Makransky, G., Wismer, P., & Mayer, R. E. (2019). A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation. Journal of Computer Assisted Learning. 35(3), 349-358.

Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70, 531-549.

Mayere, R. E., Parong, J., & Bainbridge, K. (2019). Young adults learning executive function skills by playing focused video games. Cognitive Development, 49, 43-50.

Mayer, R. E. (2019). Thirty years of research on online learning. Applied Cognitive Psychology, 33, 152-159.

Mayer, R. E., Wells, A., Parong, J., & Howarth, J. (2019). Learner control of the pacing of an online slideshow: Does segmenting help? Applied Cognitive Psychology, 33, 930-935.

Huang, X., & Mayer, R. E. (2019). Adding self-efficacy features to an online statistics lesson. Journal of Educational Computing Research, 57, 1003-1037.

Homer, B. D., Ober, T. M., Rose, M. C., MacNamara, A., Mayer, R. E., & Plass, J. (2019). Speed versus accuracy: Implications of adolescents' neurocognitive development in a digital game to train executive function. Mind, Brain, and Education, 13(1), 41-52.

Stahovich, T., Van Arsdale, & Mayer, R. E. (2019). How handwriting behaviors during problem solving are related to problem-solving success in an engineering course. Contemporary Educational Psychology, 58, 331-337.

Wang, F., Li, W., Mayer, R. E., & Liu, H. (2018). Animated pedagogical agents as aids in multimedia learning: Effects on eye-fixations during learning and learning outcomes. Journal of Educational Psychology, 110, 250-268.

Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110, 785-797.

Pilegard, C., & Mayer, R. E. (2018). Game over for Tetris as a platform for cognitive skill training. Contemporary Educational Psychology, 54, 29-41.

Mayer, R. E., Howarth, J., Kaplan, M., & Hanna, S. (2018). Applying the segmenting principle to online geography lessons. Educational Technology Research and Development, 66, 563-577.

Bainbridge, K., & Mayer, R. E. (2018). Shining the light on research on Lumosity. Journal of Cognitive Enhancement, 2, 43-62.

Ponce, H., Mayer, R. E., Figueroa, V. A., & Lopez, M. J. (2018). Interactive highlighting for just-in-time assessment during whole-class instruction: Effects on vocabulary learning and reading comprehension. Interactive Learning Environments, 26, 42-60.

Stull, A., Fiorella, L., Gainer, M., & Mayer, R. E. (2018). Using transparent whiteboards to boost learning from online StEM lectures. Computers & Education, 20, 146-159.

Ponce, H. R., Mayer, R. E., Loyola, M. S., Lopez, M., & Mendez, E. E. (2018). When two computer-supported learning strategies are better than one: An eye-tracking study. Computers & Education, 125, 376-388.

Stull, A., Fiorella, L., & Mayer, R. E. (2018). An eye-tracking analysis of instructor presence in video lectures. Computers in Human Behavior, 88, 263-272.

Gyllen, J., Stahovich, T., & Mayer, R. E. (2018). How students read an e-textbook in an engineering course. Journal of Computer Assisted Learning, 34, 701-712.

Ponce, H., Mayer, R. E., Lopez, M. J., & Loyola, M. S. (2018). Adding interactive graphic organizers to a whole-class slideshow lesson. Instructional Science, 46(6), 973-988.

Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychological Bulletin, 144(1), 77-110.

Rawson, K., Stahovich, T. F., & Mayer, R. E. (2017). Homework and achievement: Using smartpen technology to find the connection. Journal of Educational Psychology, 109, 208-219.

Fiorella, L., van Gog, T., Hoogerheide, V., & Mayer, R. E. (2017). It's all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task. Journal of Educational Psychology, 109, 653-665.

Fiorella, L., & Mayer, R. E. (2017). Spontaneous spatial strategies in learning from scientific text. Contemporary Educational Psychology, 49, 66-79.

Parong, J., Mayer, R. E., Fioerlla, L., MacNamara, A., Plass, J., & Homer, B. (2017). Learning executive function skills by playing focused video games. Contemporary Educational Psychology, 51, 141-151.

McLaren, B. M., Adams, D., Mayer, R., & Fiorella, L. (2017). Decimal point: An educational game that benefits mathematics learning more than a conventional approach. International Journal of Game-Based Learning, 7(1), 36-56.

Mayer, R. E., Christofferson, R., & Fiorella, L. (2017). Enhancing undergraduate success in biology through the Biomentors Program. American Biology Teacher, 79(1) 25-29.

Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33, 403-423.

Mayer, R. E. (2017). How can brain research inform academic learning and instruction? Educational Psychology Review, 29, 835-846.

Full Publications List