Parallel to the recent advancements in information and communications technologies, research on multimedia learning has generated a number of theories and empirical findings. Numerous trends and issues have emerged, showing the complex and dynamic nature of multimedia learning and the associated scholarship. To provide a comprehensive knowledge map and an overview of recent research on multimedia learning, 411 peer-reviewed articles from 1996 to 2016 were analyzed to describe the empirical work in multimedia learning. A bibliometric approach was applied to reveal the most common keywords and terms and their interactions via co-word analysis. The results showed that is the highest co-occurred keyword and that provided the highest number of co-occurrence relationships with other keywords in our sample. Five clusters of research trends were identified: theoretical foundations of multimedia learning, representations and principles, instructional design and individual differences, motivation and metacognition, and video and hypermedia. Despite the high co-occurrence of the terms “memory”, “working memory”, and “cognitive load”, only a few studies examined the role of individual differences in cognition such as working memory capacity in multimedia learning. The multimedia learning principles most commonly discussed in the last two decades of research are redundancy, contiguity, and coherence. Thus, more research should be conducted to empirically test the many other principles recently discussed in the Cambridge Handbook of Multimedia Learning and address the issue of individual differences in attention and cognition during learning with multimedia.

中文翻译：

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1996-2016年多媒体学习研究的趋势和问题：文献计量分析


与信息和通信技术的最新进步并行，多媒体学习的研究产生了许多理论和实证结果。许多趋势和问题已经出现，显示了多媒体学习和相关学术的复杂性和动态性。为了提供全面的知识图谱并概述多媒体学习的最新研究，我们分析了 1996 年至 2016 年的 411 篇同行评审文章，以描述多媒体学习的实证工作。应用文献计量方法通过共词分析揭示最常见的关键词和术语及其相互作用。结果表明，这是最高共现关键字，并且与我们样本中的其他关键字提供了最高数量的共现关系。确定了五组研究趋势：多媒体学习的理论基础、表示和原理、教学设计和个体差异、动机和元认知、以及视频和超媒体。尽管“记忆”、“工作记忆”和“认知负荷”这三个术语高度共现，但只有少数研究探讨了个体差异在认知中的作用，例如工作记忆容量在多媒体学习中的作用。过去二十年的研究中最常讨论的多媒体学习原则是冗余、连续性和连贯性。因此，应该进行更多的研究来实证检验《剑桥多媒体学习手册》中最近讨论的许多其他原则，并解决多媒体学习过程中注意力和认知方面的个体差异问题。