Richard E. Mayer
Impact in
- Developmental and Educational Psychology top 0.01%
- Innovative Teaching and Learning Methods
- Educational Games and Gamification
- Educational Strategies and Epistemologies
- Experimental and Cognitive Psychology top 0.01%
- Visual and Cognitive Learning Processes
Papers in
-
- Visual and Cognitive Learning Processes 219
-
- Innovative Teaching and Learning Methods 133
- Educational Games and Gamification 54
- Educational Strategies and Epistemologies 37
- Co-authors
- Roxana Moreno (29 shared papers)Logan Fiorella (18 shared papers)Ruth Colvin Clark (4 shared papers)Guido Makransky (12 shared papers)Richard B. Anderson (4 shared papers)Jocelyn Parong (10 shared papers)Valerie K. Sims (3 shared papers)Mary Hegarty (11 shared papers)
- Journals
- Journal of Educational Psychology (148 papers)Educational Psychology Review (21 papers)Applied Cognitive Psychology (18 papers)Learning and Instruction (18 papers)Journal of Educational Computing Research (17 papers)
- Partner nations
- United StatesChinaChile
In The Last Decade
Richard E. Mayer
510 papers receiving 54.8k citations
Richard E. Mayer's Hit Papers
Peers
Comparison fields: 5 of 213
- Developmental and Educational Psychology 25.6k
- Experimental and Cognitive Psychology 23.8k
- Human-Computer Interaction 6.8k
- Computer Science Applications 5.6k
- Education 24.4k
Countries citing papers authored by Richard E. Mayer
This map shows the geographic impact of Richard E. Mayer's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Richard E. Mayer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Richard E. Mayer more than expected).
Fields of papers citing papers by Richard E. Mayer
This network shows the impact of papers produced by Richard E. Mayer. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Richard E. Mayer. The network helps show where Richard E. Mayer may publish in the future.
Co-authors
The 25 scholars most cited alongside Richard E. Mayer, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
Showing the 20 most-cited of 532 papers — load more, or switch the sort, to bring in the rest.
| # | Work | ||
|---|---|---|---|
| 1 | Multimedia Learning Hit paper breakdown → | 2002 | 2992 |
| 2 | Nine Ways to Reduce Cognitive Load in Multimedia Learning Hit paper breakdown → | 2003 | 2541 |
| 3 | The Cambridge handbook of multimedia learning Hit paper breakdown → | 2006 | 1705 |
| 4 | Should There Be a Three-Strikes Rule Against Pure Discovery Learning? Hit paper breakdown → | 2004 | 1564 |
| 5 | Multimedia Learning Hit paper breakdown → | 2001 | 1395 |
| 6 | E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning Hit paper breakdown → | 2003 | 1356 |
| 7 | Interactive Multimodal Learning Environments Hit paper breakdown → | 2007 | 1012 |
| 8 | The Cambridge Handbook of Multimedia Learning Hit paper breakdown → | 2014 | 998 |
| 9 | Multimedia learning: Are we asking the right questions? Hit paper breakdown → | 1997 | 973 |
| 10 | Cognitive principles of multimedia learning: The role of modality and contiguity. Hit paper breakdown → | 1999 | 920 |
| 11 | The Cambridge Handbook of Multimedia Learning Hit paper breakdown → | 2005 | 919 |
| 12 | Adding immersive virtual reality to a science lab simulation causes more presence but less learning Hit paper breakdown → | 2017 | 906 |
| 13 | The promise of multimedia learning: using the same instructional design methods across different media Hit paper breakdown → | 2003 | 863 |
| 14 | Multimedia Learning: SUBJECT INDEX Hit paper breakdown → | 2001 | 840 |
| 15 | A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Hit paper breakdown → | 1998 | 827 |
| 16 | For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Hit paper breakdown → | 1994 | 741 |
| 17 | Thinking, Problem Solving, Cognition Hit paper breakdown → | 1984 | 657 |
| 18 | Learning science in immersive virtual reality. Hit paper breakdown → | 2018 | 645 |
| 19 | Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Hit paper breakdown → | 2001 | 645 |
| 20 | When is an illustration worth ten thousand words? Hit paper breakdown → | 1990 | 637 |
About Richard E. Mayer
Richard E. Mayer is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology, Education, Artificial Intelligence and Human-Computer Interaction, having authored 532 papers that have together received 61.5k indexed citations. Recurring topics across this work include Visual and Cognitive Learning Processes (219 papers), Innovative Teaching and Learning Methods (133 papers), Online and Blended Learning (76 papers), Educational Games and Gamification (54 papers), Intelligent Tutoring Systems and Adaptive Learning (45 papers), Science Education and Pedagogy (42 papers), Educational Strategies and Epistemologies (37 papers) and Virtual Reality Applications and Impacts (31 papers). The work is most often cited by research in Developmental and Educational Psychology (25.6k citations), Experimental and Cognitive Psychology (23.8k citations), Human-Computer Interaction (6.8k citations), Computer Science Applications (5.6k citations) and Education (24.4k citations). Richard E. Mayer has collaborated with scholars based in United States, China and Chile. Frequent co-authors include Roxana Moreno, Logan Fiorella, Ruth Colvin Clark, Guido Makransky, Richard B. Anderson, Jocelyn Parong, Valerie K. Sims, Mary Hegarty, Cheryl I. Johnson and Joan K. Gallini. Their work appears in journals such as Journal of Educational Psychology, Educational Psychology Review, Applied Cognitive Psychology, Learning and Instruction and Journal of Educational Computing Research.
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.