Refereed Articles

Moreno, R. (in press). Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making. Learning and Instruction.

Moreno, R., & Abercrombie, S. (in press). Promoting awareness of learner diversity in prospective teachers: Signaling individual and group differences within virtual classroom cases. Journal of Technology and Teacher Education.

Moreno, R., Reisslein, M., & Ozogul, G. (2009). Optimizing worked-example instruction in electrical engineering: The role of fading and feedback during problem-solving practice. Journal of Engineering Education, 98, 83-92.

Moreno, R., & Morales, M. (2008). Studying master paintings to promote painting skills: The role of visualization, copying from memory, and spatial ability. Empirical Studies of the Arts, 27(2), 131-154.

Moreno, R. & Ortegano-Layne, L. (2008). Using cases as thinking tools in teacher education: The role of presentation format. Educational Technology Research and Development, 56, 449-465. View Abstract

Moreno, R. (2007). Optimizing learning from animations by minimizing cognitive load: Cognitive and affective consequences of signaling and segmentation methods. Applied Cognitive Psychology, 21, 765-781 View Abstract

Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326. View Abstract

Moreno, R. & Valdez, A. (2007). Immediate and delayed learning effects of presenting classroom cases in teacher education: Are video cases or case narratives more effective? Journal of Educational Psychology, 99, 194-206. View Abstract

Moreno, R. (2006). Learning with high tech and multimedia environments. Current Directions in Psychological Science, 15, 63-67.

Moreno, R. & Flowerday, T. (2006). Students’ choice of animated pedagogical agents in science learning: A test of the similarity attraction hypothesis on gender and ethnicity. Contemporary Educational Psychology, 31, 186-207. View Abstract

Moreno, R. (2006). Does the modality principle hold for different media? A test of the method affects learning hypothesis. Journal of Computer Assisted Learning. View Abstract

Moreno, R. (2006). When worked examples don’t work: Is cognitive load theory at an impasse? Learning and Instruction.

Moreno, R. (2006). Learning with high tech and multimedia environments. Current Directions, 15, 63-67. View Abstract

Moreno, R. & Flowerday, T. (2006). Students' choice of animated pedagogical agents in science learning: A test of the similarity attraction hypothesis on gender and ethnicity. Contemporary Educational Psychology, 31, 186-207. View Abstract

Moreno, R. & Mayer, R. E. (in press). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology. View Abstract

Moreno, R., & Valdez, F. (in press). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development. View Abstract

Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback on discovery-based multimedia. Instructional Science: Special Issue on Cognitive Load Theory , 32, 99-113. View Abstract

Moreno, R. (2004). Animated pedagogical agents in educational technology. Educational Technology, 44 (6), 23-30. View Abstract

Moreno, R & Durán, R. (2004). Do multiple representations need explanations? The role of verbal guidance and individual differences in multimedia mathematics learning. Journal of Educational Psychology, 96, 492-503. View Abstract

Moreno, R. & Mayer, R. E. (2004). Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96, 165-173. View Abstract

Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52. View Abstract

Moreno, R. & Mayer, R. E. (2002). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94, 598-610. View Abstract

Moreno, R. & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 156-163. View Abstract

Mayer, R. E. & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107-119. View Abstract

Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14, 87-99. View Abstract

Moreno, R., Mayer, R. E., Spires, H., & Lester, J. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177-213. View Abstract

Moreno, R. & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117-125. View Abstract

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, http://imej.wfu.edu. View Abstract

Moreno, R. & Mayer, R. E. (2000). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92, 724-733. View Abstract

Moreno, R. & Mayer, R. E. (2000). Meaningful design for meaningful learning: Applying cognitive theory to multimedia explanations. ED-MEDIA 2000 Proceedings (pp. 747-752) Charlottesville, VA: AACE Press View Abstract

Moreno, R., Mayer, R. E., & Lester, J. C. (2000). Life-like pedagogical agents in constructivist multimedia environments: Cognitive consequences of their interaction. ED-MEDIA 2000 Proceedings (pp. 741-746). Charlottesville, VA: AACE Press View Abstract

Moreno, R. & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 97, 117-125. View Abstract

Moreno, R. & Mayer, R. E. (1999). Gender differences in responding to open-ended problem-solving questions. Individual Differences and Learning, 11, 355-364. View Abstract

Moreno, R. & Mayer, R. E. (1999). Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction, 17, 215-248. View Abstract

Moreno, R. & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368. View Abstract

Moreno, R. & Mayer, R. E., (1999). Visual presentations in multimedia learning: Conditions that overload visual working memory. In D. P. Huijsmans & A. W. M. Smeulders (Eds.), Lecture Notes in Computer Science: Visual Information and Information Systems (pp. 793-800). Berlin: Springer Verlag. View Abstract

Moreno, R. & Mayer, R. E. (1999). Designing multimedia presentations with animation: What does the research say? Proceedings of IEEE Multimedia Systems 1999, (pp. 720-725). Florence, Italy: IEEE Press. View Abstract

Mayer, R. E., Moreno, R., Boire M., & Vagge S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91, 638-643.

Mayer, R. E., Quilici, J. H., & Moreno, R. (1999). What is learned in an after-school computer club? Journal of Educational Computing Research, 20, 215-227. View Abstract

Hegarty, M., Narayan, H., Holmquist, S., Quilici, J. & Moreno, R., (1999). Multimedia instruction: Lessons from evaluation of a theory-based design. Journal of Educational Multimedia and Hypermedia, 8, 119-150. View Abstract

Mayer, R. E. & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual information processing systems In working memory. Journal of Educational Psychology, 90, 312-320. View Abstract

Mayer, R. E., Duran, R., Quilici, J. H., Moreno, R., Woodbridge, S., Simon, R., Sanchez, D., & Lavezzo, A. (1997). Cognitive consequences of participation in a "Fifth Dimension" after-school computer club. Journal of Educational Computing Research, 16, 352-369. View Abstract

Refereed Proceedings

Moreno, R., Abercrombie, S., & Hushman, C. (in press). Using virtual classroom cases as thinking tools in teacher education. Proceedings of the 2009 Society for Information Technology and Teacher Education (SITE) International Conference, (pp. XX-XX). New York, NY: AACE Press.

Reisslein, M. & Moreno, R. (2007). Instructional strategies for pre-college engineering education. Proceedings of IEEE/ASEE Frontiers in Education (FIE) Conference (pp. F1B-1--F1B-2). Piscataway, NJ: IEEE Press

Moreno, R. & Plass, J. (2006). Individual Differences in Learning with Verbal and Visual Representations. Proceedings of the 2006 Steinhardt Technology and Learning Symposium.
http://create.alt.ed.nyu.edu/symposium2006/proceedings.html.

Moreno, R., Reisslein, M., & Delgoda, G. M. (2006). Toward a fundamental understanding of worked example instruction: Impact of means-ends practice, backward/forward fading, and adaptivity. To appear in Proceedings of IEEE/ASEE Frontiers in Education (FIE) Conference (pp. XX). Piscataway, NJ: IEEE Press.

Reisslein, M., Moreno, R., & Reisslein, J. (2005). WIP: Bridging Cognitive and Motivational Psychology to Combat Shortage of Engineers. Proceedings of IEEE/ASEE Frontiers in Education (FIE) Conference (pp. F1E-30-F1E-31). Piscataway, NJ: IEEE Press.

Moreno, R. (2003). Assessing the effectiveness of multimedia environments: Empirically-based guidelines for teachers. Society for Information Technology and Teacher Education (SITE) 2003 Proceedings (pp. 3716-3719). Charlottesville, VA: AACE Press. View Abstract

Moreno, R. (2002). Who learns best with multiple representations? Cognitive theory implications for individual differences in multimedia learning ED-MEDIA 2002 Proceedings (pp. 1380-1385). Charlottesville, VA: AACE Press. View Abstract

Moreno, R. (2002). Pedagogical agents in virtual reality environments: Do multimedia principles still apply? ED-MEDIA 2002 Proceedings (pp. 1374-1379) Charlottesville, VA: AACE Press.

Moreno, R. (2001). Cognitive and motivational consequences of adapting an agent metaphor in multimedia learning. Do the benefits outweigh the costs? Proceedings of WebNet 2001, (pp. 873-878). Charlottesville, VA: Association for the Advancement of Computers in Education (AACE).

Moreno, R. (2001). Designing for understanding: A learner-centered approach to multimedia learning. Human-Computer Interaction Proceedings (pp. 248-250), Mahwah, NJ: Lawrence Erlbaum Associates.

Moreno, R. (2001). Virtual reality and learning: Cognitive and motivational effects of students' sense of presence. Human-Computer Interaction Proceedings (pp. 65-67), Mahwah, NJ: Lawrence Erlbaum Associates. View Abstract

Moreno, R. (2001). Software agents in multimedia: An experimental study of their contributions to students' learning. Human-Computer Interaction Proceedings (pp. 275-277), Mahwah, NJ: Lawrence Erlbaum Associates. View Abstract

Moreno, R. (2001). Contributions to learning in an agent-based multimedia environment: A methods-media distinction. IEEE International Conference on Advanced Learning Technology Proceedings (pp. 464-465), Los Alamitos, CA: IEEE Computer Society. View Abstract

Moreno, R. & Mayer, R. E. (2000). Meaningful design for meaningful learning: Applying cognitive theory to multimedia explanations. ED-MEDIA 2000 Proceedings (pp. 747-752) Charlottesville, VA: AACE Press View Abstract

Moreno, R., Mayer, R. E., & Lester, J. C. (2000). Life-like pedagogical agents in constructivist multimedia environments: Cognitive consequences of their interaction. ED-MEDIA 2000 Proceedings (pp. 741-746). Charlottesville, VA: AACE Press View Abstract

Moreno, R. & Mayer, R. E., (1999). Visual presentations in multimedia learning: Conditions that overload visual working memory. In D. P. Huijsmans & A. W. M. Smeulders (Eds.), Lecture Notes in Computer Science: Visual Information and Information Systems (pp. 793-800). Berlin: Springer Verlag. View Abstract

Moreno, R. & Mayer, R. E. (1999). Designing multimedia presentations with animation: What does the research say? Proceedings of IEEE Multimedia Systems 1999, (pp. 720-725). Florence, Italy: IEEE Press. View Abstract

Books

Moreno, R. (in press). Educational psychology: Preparing teachers for the diverse needs in the classroom. Hoboken, NJ: Wiley.

Plass, J., Moreno, R., & Brünken, R. (Eds.) (in press). Cognitive load: Theory and application. New York: Cambridge University Press.

Book Chapters

Moreno, R., Abercrombie, S., & Hushman, C. (in press). Using virtual classroom cases as thinking tools in teacher education. In C. Maddux (Ed.), Research highlights in technology and teacher education 2009 (pp. XX-XX). Chesapeake, VA: AACE Press.

Moreno, R., Brünken, R., & Plass, J. (in press). Bridging theory and application of cognitive load theory. To appear in J. Plass, R. Moreno, & R. Brünken (Eds), Cognitive load: Theory and application. New York: Cambridge University Press.

Moreno, R., & Mayer, R. E. (in press). Techniques that increase generative processing in multimedia learning: Open questions for cognitive-load research. To appear in J. Plass, R. Moreno, & R. Brünken (Eds), Cognitive load: Theory and application. New York: Cambridge University Press.

Mayer, R., & Moreno, R. (in press). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during online multimedia learning. To appear in J. Plass, R. Moreno, & R. Brünken (Eds), Cognitive load: Theory and application. New York: Cambridge University Press.

Plass, J., Moreno, R., & Brünken, R., (in press). Cognitive load theory and research in educational psychology. To appear in J. Plass, R. Moreno, & R. Brünken (Eds), Cognitive load: Theory and application. New York: Cambridge University Press.

Moreno, R. (2007). Animated software pedagogical agents: How do they help students construct knowledge from interactive multimedia games? In R. Lowe & W. Schnotz (Eds), Learning with animation (pp. 183-207). New York: Cambridge University Press.

Moreno, R. (2005). Multimedia learning with animated pedagogical agents. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 507-524). New York: Cambridge University Press. View Abstract

Moreno, R. (2005). Instructional technology: Promise and pitfalls. In L. PytlikZillig, M. Bodvarsson, & R. Bruning (Eds.), Technology-based education: Bringing researchers and practitioners together (pp. 1-19). Greenwich, CT: Information Age Publishing.

Moreno, R. (2004). Immersive agent-based multimedia environments: Identifying social features for enhanced learning . In Niegemann, H. M., Brünken, R., & Leutner, D. (Eds.), Instructional design for multimedia learning (pp. 9-18 ). Muenster, NY: Waxmann. View Abstract

Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. In Bruning, R., Horn, C. A., & PytlikZillig, L. M. (Eds.), Web-based learning: What do we know? Where do we go? (pp. 23-44 ). Greenwich, CT: Information Age Publishing. View Abstract