Brain-based Multimedia: Additional Resources


Main resources for the Principles

Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing Research, 29(3). [Online] Retrieved August 5, 2006, from

Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1). Retrieved August 6, 2006, from EBSCOhost.

Moreno, R. & Mayer, R. E. (2000). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, Wake Forest University. Retrieved August 5, 2006, from

Articles related to second languages

Galloway, W. (2007). Designing multimedia to improve the speaking skills of second language learners. Retrieved July 15, 2007, from

Grgurovic, M., & Hegelheimer, V. (2007). Help options and multimedia listening: Students’use of subtitles and the transcript [Electronic version]. Language Learning and Technology, 11(1), pp. 45-66. Retrieved July 15, 2007, from

Hémard, D. (2006). Evaluating hypermedia structures as a means of improving language learning strategies and motivation. ReCALL, 18(1), pp. 24-44.

Hwu, F. (2004). On the applicability of the input-enhancement hypothesis and input processing theory in multimedia CALL: The case of Spanish preterite and imperfect instruction in an input application. CALICO Journal, 21(2), pp. 317-338.

Jones, L. C. (2003). Supporting listening comprehension and vocabulary acquisition with multimedia annotations: The students’ voice. CALICO Journal, 21(1), pp. 41-65.

Plass, L. P., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behaviour 19, pp. 221-243.

Myles, F. (2002). Second language acquisition (SLA) research: Its significance for learning and teaching issues. Retrieved July 15, 2007, from

Sharifian, F. (2002). Memory enhancement in language pedagogy: Implications from cognitive research [Electronic version]. TESL-EJ, 6(2). Retrieved July 15, 2007, from

Yeh, U., & Wang, C. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21(1), pp. 131-144.

Additional General Resources:

Clark, R. (2003). Building expertise: Cognitive methods for training and performance improvement (2nd Ed.). Silver Spring, MD: International Society for Performance Improvement.

Chipperfield, B. (2004). Cognitive load theory and instructional design. University of Saskatchewan. Retrieved July 12, 2007, from the University of Saskatchewan, Educational Communications and Technology Web site:

Kim, Y. (2003). Pedagogical agent as learning companion: Its constituents and educational implications. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (pp. 2229-2236). Chesapeake, VA: AACE. Retrieved August 4, 2006, from Ed/ITLib Digital Library.

Koroghlanian, C., Klein, J. D. (2004). The effect of audio and animation in multimedia instruction. Journal of Educational Multimedia and Hypermedia, 13(4).

Ozcelik, E., & Yildirim, S. (2005). Factors influencing the use of cognitive tools in web-based learning environments. The Quarterly Review of Distance Education, 6(4).

Niederhauser, D. S., Reynolds, E. R., Salmen, D. J., and Skilmoski, P. (2000). Influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23(3). Retrieved October 24, 2006, from

NOAH Avatars.

Zhu, L., & Grabowski, B. L. (2006). Web-based animation of static graphics: Is the extra cost of animation worth it? Journal of Educational Multimedia and Hypermedia, 15(3).



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