{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,16]],"date-time":"2026-05-16T04:21:12Z","timestamp":1778905272865,"version":"3.51.4"},"reference-count":83,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2022,4,13]],"date-time":"2022-04-13T00:00:00Z","timestamp":1649808000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2022,4,13]],"date-time":"2022-04-13T00:00:00Z","timestamp":1649808000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Smart Learn. Environ."],"published-print":{"date-parts":[[2022,12]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Current literature mainly focused on one or two multimedia learning principles in traditional learning environments. Studies on multimedia learning principles in AR and VR environments are also limited. To reveal the current situation and gaps of the multimedia learning principles in different learning environments, it is necessary to extend their boundaries. Thus, further studies may directly affect the investment in VR and AR technologies and their integration into the learning process by teachers. The current study presented a systematic review of multimedia learning principles in different learning environments, including traditional, virtual reality and augmented reality. In this study, 136 journal articles were identified based on PRISMA guidelines and reviewed regarding multimedia learning principles, learning environments, measurements, subject matters, learning outcomes, research methodologies, education programs, education fields, and years of publication. The results indicate that (1) there is an increasing interest in multimedia learning principles; (2) undergraduate students have been the target participant group in the review studies; (3) only five studies tested one of the multimedia learning principles in the VR environment, but no studies have been conducted in the AR learning environment; (4) most studies preferred subjective measurements (e.g., mental effort, difficulty) or indirect objective measurements (e.g., learning outcomes, eye-tracking, study time); (5) subject matters from STEM fields often preferred in investigations; and (6) modality was the most studied multimedia learning principle in the reviewed articles, followed by redundancy, multimedia, signaling, coherence, segmenting, personalization, spatial contiguity, temporal contiguity, image, pre-training, and voice, respectively. The results were discussed in detail. Specific gaps in the literature were identified, and suggestions and implications were provided for further research.<\/jats:p>","DOI":"10.1186\/s40561-022-00200-2","type":"journal-article","created":{"date-parts":[[2022,4,13]],"date-time":"2022-04-13T11:29:04Z","timestamp":1649849344000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":105,"title":["Multimedia learning principles in different learning environments: a systematic review"],"prefix":"10.1186","volume":"9","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9071-8694","authenticated-orcid":false,"given":"Bur\u00e7","family":"\u00c7eken","sequence":"first","affiliation":[]},{"given":"Naz\u0131m","family":"Ta\u015fk\u0131n","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2022,4,13]]},"reference":[{"key":"200_CR1","doi-asserted-by":"crossref","unstructured":"Abulrub, A.-H. G., Attridge, A. N., & Williams, M. A. (2011). Virtual reality in engineering education: The future of creative learning. In 2011 IEEE global engineering education conference (EDUCON).","DOI":"10.1109\/EDUCON.2011.5773223"},{"issue":"1","key":"200_CR2","doi-asserted-by":"publisher","first-page":"250","DOI":"10.1037\/a0026147","volume":"104","author":"OO Adesope","year":"2012","unstructured":"Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology, 104(1), 250.","journal-title":"Journal of Educational Psychology"},{"key":"200_CR3","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.edurev.2016.11.002","volume":"20","author":"M Ak\u00e7ay\u0131r","year":"2017","unstructured":"Ak\u00e7ay\u0131r, M., & Ak\u00e7ay\u0131r, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1\u201311.","journal-title":"Educational Research Review"},{"key":"200_CR4","doi-asserted-by":"publisher","first-page":"334","DOI":"10.1016\/j.chb.2015.12.054","volume":"57","author":"M Ak\u00e7ay\u0131r","year":"2016","unstructured":"Ak\u00e7ay\u0131r, M., Ak\u00e7ay\u0131r, G., Pekta\u015f, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students\u2019 laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334\u2013342.","journal-title":"Computers in Human Behavior"},{"key":"200_CR5","doi-asserted-by":"publisher","first-page":"413","DOI":"10.1016\/j.compedu.2018.06.023","volume":"125","author":"E Alemdag","year":"2018","unstructured":"Alemdag, E., & Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning. Computers & Education, 125, 413\u2013428.","journal-title":"Computers & Education"},{"issue":"2","key":"200_CR6","doi-asserted-by":"publisher","first-page":"61","DOI":"10.1080\/00461520.2018.1554484","volume":"54","author":"\u00d8 Anmarkrud","year":"2019","unstructured":"Anmarkrud, \u00d8., Andresen, A., & Br\u00e5ten, I. (2019). Cognitive load and working memory in multimedia learning: Conceptual and measurement issues. Educational Psychologist, 54(2), 61\u201383.","journal-title":"Educational Psychologist"},{"issue":"4","key":"200_CR7","doi-asserted-by":"publisher","first-page":"355","DOI":"10.1162\/pres.1997.6.4.355","volume":"6","author":"RT Azuma","year":"1997","unstructured":"Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355\u2013385. https:\/\/doi.org\/10.1162\/pres.1997.6.4.355","journal-title":"Presence: Teleoperators and Virtual Environments"},{"key":"200_CR8","volume-title":"Working memory oxford","author":"A Baddeley","year":"1986","unstructured":"Baddeley, A. (1986). Working memory oxford. Oxford Uni."},{"issue":"3","key":"200_CR9","doi-asserted-by":"publisher","first-page":"243","DOI":"10.1016\/j.edurev.2010.06.001","volume":"5","author":"M Baeten","year":"2010","unstructured":"Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243\u2013260.","journal-title":"Educational Research Review"},{"key":"200_CR10","doi-asserted-by":"publisher","first-page":"195","DOI":"10.2147\/AMEP.S60570","volume":"6","author":"H Bakhshialiabad","year":"2015","unstructured":"Bakhshialiabad, H., Bakhshi, M., & Hassanshahi, G. (2015). Students\u2019 perceptions of the academic learning environment in seven medical sciences courses based on DREEM. Advances in Medical Education and Practice, 6, 195.","journal-title":"Advances in Medical Education and Practice"},{"issue":"1","key":"200_CR11","doi-asserted-by":"publisher","first-page":"53","DOI":"10.1207\/S15326985EP3801_7","volume":"38","author":"R Brunken","year":"2003","unstructured":"Brunken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38(1), 53\u201361.","journal-title":"Educational Psychologist"},{"issue":"4","key":"200_CR12","doi-asserted-by":"publisher","first-page":"293","DOI":"10.1207\/s1532690xci0804_2","volume":"8","author":"P Chandler","year":"1991","unstructured":"Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293\u2013332.","journal-title":"Cognition and Instruction"},{"issue":"1","key":"200_CR13","doi-asserted-by":"crossref","first-page":"97","DOI":"10.1080\/14703297.2018.1511443","volume":"57","author":"C-Y Chen","year":"2020","unstructured":"Chen, C.-Y., & Yang, Y.-H. (2020). Investigation of the effectiveness of common representational formats in online learner-paced software training materials. Innovations in Education and Teaching International, 57(1), 97\u2013108.","journal-title":"Innovations in Education and Teaching International"},{"key":"200_CR14","doi-asserted-by":"crossref","unstructured":"Cubillo, J., Mart\u00edn, S., Castro, M., Diaz, G., Colmenar, A., & Boti\u010dki, I. (2014). A learning environment for augmented reality mobile learning. In 2014 IEEE frontiers in education conference (FIE) proceedings, pp. 1\u20138.","DOI":"10.1109\/FIE.2014.7044039"},{"issue":"2","key":"200_CR15","doi-asserted-by":"publisher","first-page":"105","DOI":"10.1007\/s11251-009-9110-0","volume":"38","author":"T De Jong","year":"2010","unstructured":"De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105\u2013134.","journal-title":"Instructional Science"},{"issue":"6","key":"200_CR16","doi-asserted-by":"publisher","first-page":"2006","DOI":"10.1111\/bjet.13030","volume":"51","author":"AF Di Natale","year":"2020","unstructured":"Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K-12 and higher education: A 10-year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006\u20132033. https:\/\/doi.org\/10.1111\/bjet.13030","journal-title":"British Journal of Educational Technology"},{"key":"200_CR17","doi-asserted-by":"publisher","first-page":"586","DOI":"10.1016\/j.compedu.2012.03.002","volume":"68","author":"\u00c1 Di Serio","year":"2013","unstructured":"Di Serio, \u00c1., Ib\u00e1\u00f1ez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students\u2019 motivation for a visual art course. Computers & Education, 68, 586\u2013596.","journal-title":"Computers & Education"},{"key":"200_CR18","volume-title":"Ogrenme stilleri [Learning styles]","author":"M Erden","year":"2006","unstructured":"Erden, M., & Altun, S. (2006). Ogrenme stilleri [Learning styles]. Morpa Publication."},{"issue":"4","key":"200_CR19","doi-asserted-by":"publisher","first-page":"447","DOI":"10.1007\/s10055-019-00379-9","volume":"23","author":"J Garz\u00f3n","year":"2019","unstructured":"Garz\u00f3n, J., Pav\u00f3n, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447\u2013459.","journal-title":"Virtual Reality"},{"issue":"4","key":"200_CR20","doi-asserted-by":"publisher","first-page":"313","DOI":"10.1016\/j.learninstruc.2005.07.001","volume":"15","author":"P Ginns","year":"2005","unstructured":"Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15(4), 313\u2013331.","journal-title":"Learning and Instruction"},{"issue":"6","key":"200_CR21","doi-asserted-by":"publisher","first-page":"511","DOI":"10.1016\/j.learninstruc.2006.10.001","volume":"16","author":"P Ginns","year":"2006","unstructured":"Ginns, P. (2006). Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects. Learning and Instruction, 16(6), 511\u2013525.","journal-title":"Learning and Instruction"},{"issue":"2","key":"200_CR22","doi-asserted-by":"publisher","first-page":"41","DOI":"10.1177\/002205741319300205","volume":"193","author":"DL Greer","year":"2013","unstructured":"Greer, D. L., Crutchfield, S. A., & Woods, K. L. (2013). Cognitive theory of multimedia learning, instructional design principles, and students with learning disabilities in computer-based and online learning environments. Journal of Education, 193(2), 41\u201350.","journal-title":"Journal of Education"},{"issue":"1","key":"200_CR23","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1007\/s40692-020-00169-2","volume":"8","author":"D Hamilton","year":"2021","unstructured":"Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1\u201332.","journal-title":"Journal of Computers in Education"},{"key":"200_CR24","volume-title":"Virtual reality-based learning environments: Recent developments and ongoing challenges","author":"HHS Ip","year":"2015","unstructured":"Ip, H. H. S., & Li, C. (2015). Virtual reality-based learning environments: Recent developments and ongoing challenges. Hybrid Learning: Innovation in Educational Practices."},{"key":"200_CR25","unstructured":"ISCED. (2011).\u00a0International standard classification of education. http:\/\/www.uis.unesco.org\/Education\/Documents\/isced-2011-en.pdf"},{"key":"200_CR26","doi-asserted-by":"publisher","unstructured":"Kalyuga, S. (2014). The expertise reversal principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 576\u2013597). Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9781139547369.028.","DOI":"10.1017\/CBO9781139547369.028"},{"issue":"2","key":"200_CR27","doi-asserted-by":"publisher","first-page":"881","DOI":"10.1016\/j.compedu.2010.03.019","volume":"55","author":"I Kartiko","year":"2010","unstructured":"Kartiko, I., Kavakli, M., & Cheng, K. (2010). Learning science in a virtual reality application: The impacts of animated-virtual actors\u2019 visual complexity. Computers & Education, 55(2), 881\u2013891.","journal-title":"Computers & Education"},{"issue":"5","key":"200_CR28","doi-asserted-by":"publisher","first-page":"411","DOI":"10.1002\/ase.1603","volume":"9","author":"S K\u00fc\u00e7\u00fck","year":"2016","unstructured":"K\u00fc\u00e7\u00fck, S., Kapakin, S., & G\u00f6kta\u015f, Y. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anatomical Sciences Education, 9(5), 411\u2013421.","journal-title":"Anatomical Sciences Education"},{"issue":"2","key":"200_CR29","doi-asserted-by":"publisher","first-page":"131","DOI":"10.46328\/ijemst.v8i2.710","volume":"8","author":"E Kutbay","year":"2020","unstructured":"Kutbay, E., & Akpinar, Y. (2020). Investigating modality, redundancy and signaling principles with abstract and concrete representation. International Journal of Education in Mathematics, Science and Technology, 8(2), 131\u2013145.","journal-title":"International Journal of Education in Mathematics, Science and Technology"},{"issue":"1","key":"200_CR30","doi-asserted-by":"publisher","first-page":"232","DOI":"10.1111\/bjet.12716","volume":"50","author":"AF Lai","year":"2019","unstructured":"Lai, A. F., Chen, C. H., & Lee, G. Y. (2019). An augmented reality-based learning approach to enhancing students\u2019 science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232\u2013247.","journal-title":"British Journal of Educational Technology"},{"issue":"3","key":"200_CR31","first-page":"72","volume":"19","author":"N Law","year":"2016","unstructured":"Law, N., Niederhauser, D. S., Christensen, R., & Shear, L. (2016). A multilevel system of quality technology-enhanced learning and teaching indicators. Journal of Educational Technology & Society, 19(3), 72\u201383.","journal-title":"Journal of Educational Technology & Society"},{"key":"200_CR32","doi-asserted-by":"publisher","first-page":"100282","DOI":"10.1016\/j.edurev.2019.100282","volume":"28","author":"J Li","year":"2019","unstructured":"Li, J., Antonenko, P. D., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996\u20132016: A bibliometric analysis. Educational Research Review, 28, 100282.","journal-title":"Educational Research Review"},{"key":"200_CR33","doi-asserted-by":"publisher","first-page":"545","DOI":"10.4018\/978-1-4666-9634-1.ch026","volume-title":"Handbook of research on applied learning theory and design in modern education","author":"A Manzoor","year":"2016","unstructured":"Manzoor, A. (2016). Technology-enabled learning environments. In E. A. Railean, G. Walker, A. El\u00e7i, & L. Jackson (Eds.), Handbook of research on applied learning theory and design in modern education (pp. 545\u2013559). IGI Global."},{"key":"200_CR34","doi-asserted-by":"publisher","first-page":"225","DOI":"10.1016\/j.learninstruc.2017.12.007","volume":"60","author":"G Makransky","year":"2019","unstructured":"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\u2013236.","journal-title":"Learning and Instruction"},{"issue":"1","key":"200_CR35","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1207\/s15326985ep3201_1","volume":"32","author":"RE Mayer","year":"1997","unstructured":"Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1\u201319.","journal-title":"Educational Psychologist"},{"key":"200_CR36","doi-asserted-by":"publisher","unstructured":"Mayer, R. E. (2001). Multimedia learning. Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9781139164603.","DOI":"10.1017\/CBO9781139164603"},{"key":"200_CR37","doi-asserted-by":"publisher","first-page":"31","DOI":"10.1017\/CBO9780511816819.004","volume":"41","author":"RE Mayer","year":"2005","unstructured":"Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge Handbook of Multimedia Learning, 41, 31\u201348.","journal-title":"The Cambridge Handbook of Multimedia Learning"},{"key":"200_CR38","doi-asserted-by":"publisher","DOI":"10.1017\/CBO9780511811678","volume-title":"Multimedia learning","author":"RE Mayer","year":"2009","unstructured":"Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9780511811678","edition":"2"},{"key":"200_CR39","doi-asserted-by":"publisher","first-page":"345","DOI":"10.1017\/CBO9781139547369.017","volume":"16","author":"RE Mayer","year":"2014","unstructured":"Mayer, R. E. (2014). Principles based on social cues in multimedia learning: Personalization, voice, image, and embodiment principles. The Cambridge Handbook of Multimedia Learning, 16, 345\u2013370.","journal-title":"The Cambridge Handbook of Multimedia Learning"},{"issue":"5","key":"200_CR40","doi-asserted-by":"publisher","first-page":"403","DOI":"10.1111\/jcal.12197","volume":"33","author":"RE Mayer","year":"2017","unstructured":"Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403\u2013423. https:\/\/doi.org\/10.1111\/jcal.12197","journal-title":"Journal of Computer Assisted Learning"},{"issue":"1","key":"200_CR41","doi-asserted-by":"publisher","first-page":"64","DOI":"10.1037\/0022-0663.88.1.64","volume":"88","author":"RE Mayer","year":"1996","unstructured":"Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88(1), 64\u201373. https:\/\/doi.org\/10.1037\/0022-0663.88.1.64","journal-title":"Journal of Educational Psychology"},{"issue":"2","key":"200_CR42","doi-asserted-by":"publisher","first-page":"389","DOI":"10.1037\/0022-0663.96.2.389","volume":"96","author":"RE Mayer","year":"2004","unstructured":"Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A Personalization effect in multimedia learning: students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96(2), 389\u2013395. https:\/\/doi.org\/10.1037\/0022-0663.96.2.389","journal-title":"Journal of Educational Psychology"},{"key":"200_CR43","doi-asserted-by":"publisher","first-page":"279","DOI":"10.1017\/CBO9781139547369.015","volume-title":"Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles","author":"RE Mayer","year":"2014","unstructured":"Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles (pp. 279\u2013315). Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9781139547369.015"},{"issue":"1","key":"200_CR44","first-page":"13","volume":"11","author":"RE Mayer","year":"2005","unstructured":"Mayer, R. E., & Jackson, J. (2005). The case for coherence in scientific explanations: Quantitative details can hurt qualitative understanding. Journal of Experimental Psychology: Applied, 11(1), 13.","journal-title":"Journal of Experimental Psychology: Applied"},{"key":"200_CR45","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2019.103603","volume":"140","author":"OA Meyer","year":"2019","unstructured":"Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019). Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers & Education, 140, 103603","journal-title":"Computers & Education"},{"key":"200_CR46","doi-asserted-by":"crossref","unstructured":"Mayer, R. E., & Pilegard, C. (2005). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. The Cambridge handbook of multimedia learning, 169\u2013182.","DOI":"10.1017\/CBO9780511816819.012"},{"issue":"2","key":"200_CR47","doi-asserted-by":"publisher","first-page":"81","DOI":"10.1037\/h0043158","volume":"63","author":"GA Miller","year":"1956","unstructured":"Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81\u201397. https:\/\/doi.org\/10.1037\/h0043158","journal-title":"Psychological Review"},{"key":"200_CR48","doi-asserted-by":"crossref","unstructured":"Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group*. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement.\u00a0Annals of Internal Medicine, 151(4), 264\u2013269.","DOI":"10.7326\/0003-4819-151-4-200908180-00135"},{"issue":"2","key":"200_CR49","doi-asserted-by":"publisher","first-page":"576","DOI":"10.3102\/0034654308326083","volume":"79","author":"DC Moos","year":"2009","unstructured":"Moos, D. C., & Azevedo, R. (2009). Learning with computer-based learning environments: A literature review of computer self-efficacy. Review of Educational Research, 79(2), 576\u2013600.","journal-title":"Review of Educational Research"},{"issue":"2","key":"200_CR50","doi-asserted-by":"publisher","first-page":"358","DOI":"10.1037\/0022-0663.91.2.358","volume":"91","author":"R Moreno","year":"1999","unstructured":"Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358\u2013368. https:\/\/doi.org\/10.1037\/0022-0663.91.2.358","journal-title":"Journal of Educational Psychology"},{"issue":"1","key":"200_CR51","doi-asserted-by":"publisher","first-page":"117","DOI":"10.1037\/0022-0663.92.1.117","volume":"92","author":"R Moreno","year":"2000","unstructured":"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(1), 117\u2013125. https:\/\/doi.org\/10.1037\/0022-0663.92.1.117","journal-title":"Journal of Educational Psychology"},{"issue":"2","key":"200_CR52","doi-asserted-by":"publisher","first-page":"319","DOI":"10.1037\/0022-0663.87.2.319","volume":"87","author":"SY Mousavi","year":"1995","unstructured":"Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2), 319\u2013334. https:\/\/doi.org\/10.1037\/0022-0663.87.2.319","journal-title":"Journal of Educational Psychology"},{"key":"200_CR53","doi-asserted-by":"publisher","first-page":"103618","DOI":"10.1016\/j.compedu.2019.103618","volume":"141","author":"D Mutlu-Bayraktar","year":"2019","unstructured":"Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education, 141, 103618.","journal-title":"Computers & Education"},{"key":"200_CR54","doi-asserted-by":"publisher","first-page":"61","DOI":"10.14689\/ejer.2015.61.4","volume":"61","author":"A Ozerem","year":"2015","unstructured":"Ozerem, A., & Akkoyunlu, B. (2015). Learning environments designed according to learning styles and its effects on mathematics achievement. Eurasian Journal of Educational Research, 61, 61\u201380. https:\/\/doi.org\/10.14689\/ejer.2015.61.4","journal-title":"Eurasian Journal of Educational Research"},{"key":"200_CR55","doi-asserted-by":"publisher","first-page":"27","DOI":"10.1017\/CBO9781139547369.004","volume":"27","author":"F Paas","year":"2014","unstructured":"Paas, F., & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. The Cambridge Handbook of Multimedia Learning, 27, 27\u201342.","journal-title":"The Cambridge Handbook of Multimedia Learning"},{"issue":"3","key":"200_CR56","doi-asserted-by":"publisher","first-page":"255","DOI":"10.1037\/h0084295","volume":"45","author":"A Paivio","year":"1991","unstructured":"Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology\/revue Canadienne De Psychologie, 45(3), 255.","journal-title":"Canadian Journal of Psychology\/revue Canadienne De Psychologie"},{"issue":"1","key":"200_CR57","doi-asserted-by":"publisher","first-page":"30","DOI":"10.17705\/1CAIS.03730","volume":"37","author":"P Palvia","year":"2015","unstructured":"Palvia, P., Daneshvar Kakhki, M., Ghoshal, T., Uppala, V., & Wang, W. (2015). Methodological and topic trends in information systems research: A meta-analysis of IS journals. Communications of the Association for Information Systems, 37(1), 30. https:\/\/doi.org\/10.17705\/1CAIS.03730","journal-title":"Communications of the Association for Information Systems"},{"key":"200_CR58","doi-asserted-by":"publisher","first-page":"267","DOI":"10.1016\/j.chb.2014.10.061","volume":"44","author":"B Park","year":"2015","unstructured":"Park, B., Flowerday, T., & Br\u00fcnken, R. (2015). Cognitive and affective effects of seductive details in multimedia learning. Computers in Human Behavior, 44, 267\u2013278.","journal-title":"Computers in Human Behavior"},{"issue":"6","key":"200_CR59","doi-asserted-by":"publisher","first-page":"785","DOI":"10.1037\/edu0000241","volume":"110","author":"J Parong","year":"2018","unstructured":"Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785.","journal-title":"Journal of Educational Psychology"},{"key":"200_CR60","doi-asserted-by":"publisher","first-page":"103778","DOI":"10.1016\/j.compedu.2019.103778","volume":"147","author":"J Radianti","year":"2020","unstructured":"Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778.","journal-title":"Computers & Education"},{"key":"200_CR61","doi-asserted-by":"publisher","first-page":"33","DOI":"10.21839\/jaar.2018.v3iS1.165","volume":"3","author":"R Raja","year":"2018","unstructured":"Raja, R., & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research., 3, 33\u201335.","journal-title":"Journal of Applied and Advanced Research."},{"key":"200_CR62","doi-asserted-by":"publisher","DOI":"10.1007\/s10648-018-9456-4","volume-title":"A meta-analysis of the segmenting effect","author":"GD Rey","year":"2019","unstructured":"Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H., & Schneider, S. (2019). A meta-analysis of the segmenting effect. Springer."},{"key":"200_CR63","doi-asserted-by":"publisher","first-page":"19","DOI":"10.1016\/j.edurev.2015.12.003","volume":"17","author":"J Richter","year":"2016","unstructured":"Richter, J., Scheiter, K., & Eitel, A. (2016). Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, 17, 19\u201336.","journal-title":"Educational Research Review"},{"key":"200_CR64","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.edurev.2017.11.001","volume":"23","author":"S Schneider","year":"2018","unstructured":"Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). A meta-analysis of how signaling affects learning with media. Educational Research Review, 23, 1\u201324.","journal-title":"Educational Research Review"},{"key":"200_CR65","doi-asserted-by":"publisher","DOI":"10.1007\/s10648-018-9435-9","volume-title":"Spatial contiguity and spatial split-attention effects in multimedia learning environments: A meta-analysis","author":"NL Schroeder","year":"2018","unstructured":"Schroeder, N. L., & Cenkci, A. T. (2018). Spatial contiguity and spatial split-attention effects in multimedia learning environments: A meta-analysis. Springer."},{"key":"200_CR66","doi-asserted-by":"publisher","first-page":"9","DOI":"10.1016\/j.displa.2019.04.002","volume":"59","author":"MN Selzer","year":"2019","unstructured":"Selzer, M. N., Gazcon, N. F., & Larrea, M. L. (2019). Effects of virtual presence and learning outcome using low-end virtual reality systems. Displays, 59, 9\u201315.","journal-title":"Displays"},{"issue":"5","key":"200_CR67","doi-asserted-by":"publisher","first-page":"1618","DOI":"10.1016\/j.chb.2012.03.026","volume":"28","author":"E Sung","year":"2012","unstructured":"Sung, E., & Mayer, R. E. (2012). When graphics improve liking but not learning from online lessons. Computers in Human Behavior, 28(5), 1618\u20131625.","journal-title":"Computers in Human Behavior"},{"issue":"2","key":"200_CR68","doi-asserted-by":"publisher","first-page":"257","DOI":"10.1207\/s15516709cog1202_4","volume":"12","author":"J Sweller","year":"1988","unstructured":"Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257\u2013285.","journal-title":"Cognitive Science"},{"key":"200_CR69","doi-asserted-by":"publisher","first-page":"159","DOI":"10.1017\/CBO9780511816819.011","volume-title":"The Cambridge handbook of multimedia learning","author":"J Sweller","year":"2005","unstructured":"Sweller, J. (2005). The redundancy principle in multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 159\u2013167). Cambridge University Press."},{"key":"200_CR70","first-page":"32","volume":"48","author":"J Sweller","year":"2008","unstructured":"Sweller, J. (2008). Cognitive load theory and the use of educational technology. Educational Technology, 48, 32\u201335.","journal-title":"Educational Technology"},{"key":"200_CR71","doi-asserted-by":"publisher","first-page":"57","DOI":"10.1007\/978-1-4419-8126-4_5","volume-title":"Cognitive load theory","author":"J Sweller","year":"2011","unstructured":"Sweller, J., Ayres, P., & Kalyuga, S. (2011). Intrinsic and extraneous cognitive load. In J. Sweller, P. Ayres, & S. Kalyuga (Eds.), Cognitive load theory (pp. 57\u201369). Springer."},{"issue":"3","key":"200_CR72","doi-asserted-by":"publisher","first-page":"251","DOI":"10.1023\/A:1022193728205","volume":"10","author":"J Sweller","year":"1998","unstructured":"Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251\u2013296.","journal-title":"Educational Psychology Review"},{"key":"200_CR73","unstructured":"Statistics, U. I. f. (2015). International standard classification of education fields of education and training 2013 (ISCED-F 2013): Detailed field descriptions. UNESCO Institute for Statistics. UIS, Montreal."},{"key":"200_CR74","unstructured":"UKAuthority. (2019). VR and AR attract education sector interest. Retrieved December 16, 2019, from https:\/\/www.ukauthority.com\/articles\/vr-and-ar-attract-education-sector-interest\/"},{"key":"200_CR75","doi-asserted-by":"publisher","first-page":"263","DOI":"10.1017\/CBO9781139547369.014","volume-title":"The signaling (or Cueing) principle in multimedia learning","author":"T Van Gog","year":"2014","unstructured":"Van Gog, T. (2014). The signaling (or Cueing) principle in multimedia learning (pp. 263\u2013278). Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9781139547369.014"},{"issue":"8","key":"200_CR76","doi-asserted-by":"publisher","first-page":"454","DOI":"10.12968\/bjon.2015.24.8.454","volume":"24","author":"JJ Vinales","year":"2015","unstructured":"Vinales, J. J. (2015). The learning environment and learning styles: A guide for mentors. British Journal of Nursing, 24(8), 454\u2013457.","journal-title":"British Journal of Nursing"},{"key":"200_CR77","unstructured":"Wang, C. X., & Kinuthia, W. (2004). Defining technology enhanced learning environment for pre-service teachers. In Society for information technology & teacher education international conference, pp. 2724\u20132727."},{"issue":"6","key":"200_CR78","doi-asserted-by":"publisher","first-page":"1380","DOI":"10.1111\/bjet.12476","volume":"48","author":"Z Wang","year":"2017","unstructured":"Wang, Z., Sundararajan, N., Adesope, O. O., & Ardasheva, Y. (2017). Moderating the seductive details effect in multimedia learning with note-taking. British Journal of Educational Technology, 48(6), 1380\u20131389.","journal-title":"British Journal of Educational Technology"},{"key":"200_CR79","doi-asserted-by":"publisher","first-page":"172","DOI":"10.1016\/j.compedu.2018.02.008","volume":"120","author":"C Weng","year":"2018","unstructured":"Weng, C., Otanga, S., Weng, A., & Cox, J. (2018). Effects of interactivity in E-textbooks on 7th graders science learning and cognitive load. Computers & Education, 120, 172\u2013184.","journal-title":"Computers & Education"},{"issue":"1","key":"200_CR80","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.edurev.2006.11.001","volume":"2","author":"RR Whelan","year":"2007","unstructured":"Whelan, R. R. (2007). Neuroimaging of cognitive load in instructional multimedia. Educational Research Review, 2(1), 1\u201312.","journal-title":"Educational Research Review"},{"issue":"2","key":"200_CR81","doi-asserted-by":"publisher","first-page":"221","DOI":"10.1080\/10494820.2017.1294608","volume":"26","author":"P-H Wu","year":"2018","unstructured":"Wu, P.-H., Hwang, G.-J., Yang, M.-L., & Chen, C.-H. (2018). Impacts of integrating the repertory grid into an augmented reality-based learning design on students\u2019 learning achievements, cognitive load and degree of satisfaction. Interactive Learning Environments, 26(2), 221\u2013234.","journal-title":"Interactive Learning Environments"},{"issue":"2\u201311","key":"200_CR82","first-page":"51","volume":"9","author":"WAJW Yahaya","year":"2017","unstructured":"Yahaya, W. A. J. W., & Ahmad, A. (2017). Virtual reality courseware towards achievement of transfer learning among students with different spatial ability. Journal of Telecommunication, Electronic and Computer Engineering (JTEC), 9(2\u201311), 51\u201354.","journal-title":"Journal of Telecommunication, Electronic and Computer Engineering (JTEC)"},{"issue":"1","key":"200_CR83","doi-asserted-by":"publisher","first-page":"1","DOI":"10.19173\/irrodl.v16i1.1960","volume":"16","author":"A Zancanaro","year":"2015","unstructured":"Zancanaro, A., Todesco, J. L., & Ramos, F. (2015). A bibliometric mapping of open educational resources. International Review of Research in Open and Distributed Learning, 16(1), 1\u201323.","journal-title":"International Review of Research in Open and Distributed Learning"}],"container-title":["Smart Learning Environments"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1186\/s40561-022-00200-2.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1186\/s40561-022-00200-2\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1186\/s40561-022-00200-2.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,9,22]],"date-time":"2024-09-22T03:50:32Z","timestamp":1726977032000},"score":1,"resource":{"primary":{"URL":"https:\/\/slejournal.springeropen.com\/articles\/10.1186\/s40561-022-00200-2"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,4,13]]},"references-count":83,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2022,12]]}},"alternative-id":["200"],"URL":"https:\/\/doi.org\/10.1186\/s40561-022-00200-2","relation":{},"ISSN":["2196-7091"],"issn-type":[{"value":"2196-7091","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,4,13]]},"assertion":[{"value":"17 December 2021","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"30 March 2022","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"13 April 2022","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare that they have no competing interests.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"19"}}