Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Nine Ways to Reduce Cognitive Load in Multimedia Learning
20032.5k citationsRichard E. Mayer, Roxana Morenoprofile →
Interactive Multimodal Learning Environments
2007987 citationsRoxana Moreno, Richard E. MayerEducational Psychology Reviewprofile →
Cognitive principles of multimedia learning: The role of modality and contiguity.
1999916 citationsRoxana Moreno, Richard E. MayerJournal of Educational Psychologyprofile →
A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory.
1998825 citationsRichard E. Mayer, Roxana MorenoJournal of Educational Psychologyprofile →
The Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact With Animated Pedagogical Agents?
2001579 citationsRoxana Moreno, Richard E. Mayer et al.profile →
Aids to computer-based multimedia learning
2002522 citationsRichard E. Mayer, Roxana Morenoprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
This map shows the geographic impact of Roxana Moreno'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 Roxana Moreno with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Roxana Moreno more than expected).
This network shows the impact of papers produced by Roxana Moreno. 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 Roxana Moreno. The network helps show where Roxana Moreno may publish in the future.
Co-authorship network of co-authors of Roxana Moreno
This figure shows the co-authorship network connecting the top 25 collaborators of Roxana Moreno.
A scholar is included among the top collaborators of Roxana Moreno based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Roxana Moreno. Roxana Moreno is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Moreno, Roxana, et al.. (2010). Promoting Awareness of Learner Diversity in Prospective Teachers: Signaling Individual and Group Differences within Virtual Classroom Cases. The Journal of Technology and Teacher Education. 18(1). 111–130.12 indexed citations
Moreno, Roxana, et al.. (2009). Using Virtual Classroom Cases as Thinking Tools in Teacher Education. Society for Information Technology & Teacher Education International Conference. 2009(1). 2615–2622.7 indexed citations
Moreno, Roxana, et al.. (2008). Animated pedagogical agents: how the presence and nonverbal communication of a virtual instructor affect perceptions and learning outcomes in a computer-based environment about basic physics concepts. 163–163.1 indexed citations
7.
Moreno, Roxana & Richard E. Mayer. (2007). Interactive Multimodal Learning Environments. Educational Psychology Review. 19(3). 309–326.987 indexed citations breakdown →
Moreno, Roxana. (2004). Animated Pedagogical Agents in Educational Technology. Educational technology: The magazine for managers of change in education. 44(6). 23–30.18 indexed citations
11.
Moreno, Roxana. (2003). Assessing the Effectiveness of Multimedia Environments: Empirically-Based Guidelines for Teachers. Society for Information Technology & Teacher Education International Conference. 2003(1). 3716–3719.2 indexed citations
12.
Moreno, Roxana. (2002). Pedagogical Agents in Virtual Reality Environments: Do Multimedia Principles Still Apply?. EdMedia: World Conference on Educational Media and Technology. 2002(1). 1374–1379.7 indexed citations
13.
Moreno, Roxana. (2002). Who Learns Best with Multiple Representations? Cognitive Theory Predictions on Individual Differences in Multimedia Learning. EdMedia: World Conference on Educational Media and Technology. 2002(1). 1380–1385.28 indexed citations
14.
Moreno, Roxana. (2001). Cognitive and Motivational Consequences of Adapting an Agent Metaphor in Multimedia Learning: Do the Benefits Outweigh the Costs?.. WebNet. 873–878.6 indexed citations
15.
Moreno, Roxana, Richard E. Mayer, & James C. Lester. (2000). Life-Like Pedagogical Agents in Constructivist Multimedia Environments: Cognitive Consequences of their Interaction. EdMedia: World Conference on Educational Media and Technology. 2000(1). 776–781.79 indexed citations
16.
Moreno, Roxana & Richard E. Mayer. (2000). Meaningful Design for Meaningful Learning: Applying Cognitive Theory to Multimedia Explanations. EdMedia: World Conference on Educational Media and Technology. 2000(1). 782–787.13 indexed citations
Moreno, Roxana & Richard E. Mayer. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity.. Journal of Educational Psychology. 91(2). 358–368.916 indexed citations breakdown →
19.
Hegarty, Mary, et al.. (1999). Multimedia instruction: lessons from evaluation of a theory-based design. 8(2). 119–150.28 indexed citations
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.