Roxana Moreno
Biographic Data
| ID | 4002123 |
|---|---|
| NAME | Roxana Moreno |
| GIVEN NAMES | Roxana |
| FAMILY NAME | Moreno |
| SIGNATURE | MORENO R |
| AFFILIATIONS | University of New Mexico |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 1 |
Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams
Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of this experimental study was to investigate the effects of the integration of equations into circuit diag…
The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments
We examined how the presence and nonverbal communication of an animated pedagogical agent affects students’ perceptions and learning. College students learned about astronomy either without an agent’s image or with an agent under one of the following conditions: a static agent (S), an agent with deictic movements (D), an agent with facial expressions (E), or an agent with both deictic movements and facial expressions (DE). Group S outperformed gr…
Interactive Multimodal Learning Environments
Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning
Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G-verbal guidance and No-G-no verbal guidance, respectively).Group G members chose to listen to verbal explanations in their first language and showed larger posttest scores than Group No-G.High-computer-experience s…
Nine Ways to Reduce Cognitive Load in Multimedia Learning
First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing as…
The Case for Social Agency in Computer-Based Teaching
College students (in Experiment 1) and 7th-grade students (in Experiment 2) learned how to design the roots, stem, and leaves of plants to survive in 8 different environments through a computer-based multimedia lesson. They learned by interacting with an animated pedagogical agent who spoke to them (Group PA) or received identical graphics and explanations as on-screen text without a pedagogical agent (Group No PA). Group PA outperformed Group No…
Cognitive principles of multimedia learning
Students viewed a computer animation depicting the process of lightning. In Experiment 1, they concurrently viewed on-screen text presented near the animation or far from the animation, or concurrently listened to a narration. In Experiment 2, they concurrently viewed on-screen text or listened to a narration, viewed on-screen text following or preceding the animation, or listened to a narration following or preceding the animation. Learning was …
A split-attention effect in multimedia learning
Students viewed a computer-generated animation depicting the process of lightning formation (Experiment 1) or the operation of a car's braking system (Experiment 2). In each experiment, students received either concurrent narration describing the major steps (Group AN) or concurrent on-screen text involving the same words and presentation timing (Group AT). Across both experiments, students in Group AN outperformed students in Group AT in recalli…
The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments
We examined how the presence and nonverbal communication of an animated pedagogical agent affects students’ perceptions and learning. College students learned about astronomy either without an agent’s image or with an agent under one of the following conditions: a static agent (S), an agent with deictic movements (D), an agent with facial expressions (E), or an agent with both deictic movements and facial expressions (DE). Group S outperformed gr…
Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning
Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G-verbal guidance and No-G-no verbal guidance, respectively).Group G members chose to listen to verbal explanations in their first language and showed larger posttest scores than Group No-G.High-computer-experience s…
A split-attention effect in multimedia learning
Students viewed a computer-generated animation depicting the process of lightning formation (Experiment 1) or the operation of a car's braking system (Experiment 2). In each experiment, students received either concurrent narration describing the major steps (Group AN) or concurrent on-screen text involving the same words and presentation timing (Group AT). Across both experiments, students in Group AN outperformed students in Group AT in recalli…
Cognitive principles of multimedia learning
Students viewed a computer animation depicting the process of lightning. In Experiment 1, they concurrently viewed on-screen text presented near the animation or far from the animation, or concurrently listened to a narration. In Experiment 2, they concurrently viewed on-screen text or listened to a narration, viewed on-screen text following or preceding the animation, or listened to a narration following or preceding the animation. Learning was …
The Case for Social Agency in Computer-Based Teaching
College students (in Experiment 1) and 7th-grade students (in Experiment 2) learned how to design the roots, stem, and leaves of plants to survive in 8 different environments through a computer-based multimedia lesson. They learned by interacting with an animated pedagogical agent who spoke to them (Group PA) or received identical graphics and explanations as on-screen text without a pedagogical agent (Group No PA). Group PA outperformed Group No…
Nine Ways to Reduce Cognitive Load in Multimedia Learning
First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing as…
Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning
Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G-verbal guidance and No-G-no verbal guidance, respectively).Group G members chose to listen to verbal explanations in their first language and showed larger posttest scores than Group No-G.High-computer-experience s…
Interactive Multimodal Learning Environments
The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments
We examined how the presence and nonverbal communication of an animated pedagogical agent affects students’ perceptions and learning. College students learned about astronomy either without an agent’s image or with an agent under one of the following conditions: a static agent (S), an agent with deictic movements (D), an agent with facial expressions (E), or an agent with both deictic movements and facial expressions (DE). Group S outperformed gr…
Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams
Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of this experimental study was to investigate the effects of the integration of equations into circuit diag…
Psychology (7 works) · Visual and Cognitive Learning Processes (7 works) · Computer Science (6 works) · Cognitive psychology (5 works) · Multimedia (5 works) · Innovative Teaching and Learning Methods (4 works) · Cognition (3 works) · Dual (grammatical number) (2 works) · Human–computer interaction (2 works) · Mathematics education (2 works)