메뉴 건너뛰기




Volumn 13, Issue 4, 1999, Pages 351-371

Managing Split-attention and Redundancy in Multimedia Instruction

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0000806047     PISSN: 08884080     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6     Document Type: Article
Times cited : (642)

References (29)
  • 1
    • 0026554483 scopus 로고
    • Working memory
    • Baddeley, A. (1992). Working memory. Science, 255, 556-559.
    • (1992) Science , vol.255 , pp. 556-559
    • Baddeley, A.1
  • 2
    • 84914764100 scopus 로고
    • Cognitive load effects in a primary school geometry task
    • Bobis, J., Sweller, J. and Cooper, M. (1993). Cognitive load effects in a primary school geometry task. Learning and Instruction, 3, 1-21.
    • (1993) Learning and Instruction , vol.3 , pp. 1-21
    • Bobis, J.1    Sweller, J.2    Cooper, M.3
  • 3
    • 84948512218 scopus 로고
    • Cognitive load theory and the format of instruction
    • Chandler, P. and Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
    • (1991) Cognition and Instruction , vol.8 , pp. 293-332
    • Chandler, P.1    Sweller, J.2
  • 4
    • 0002261466 scopus 로고    scopus 로고
    • Cognitive load while learning to use a computer program
    • Chandler, P. and Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology, 10, 1-20.
    • (1996) Applied Cognitive Psychology , vol.10 , pp. 1-20
    • Chandler, P.1    Sweller, J.2
  • 6
    • 0001537101 scopus 로고    scopus 로고
    • The role of visual indicators in dual sensory mode instruction
    • Jeung, H., Chandler, P. and Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology, 17, 329-343.
    • (1997) Educational Psychology , vol.17 , pp. 329-343
    • Jeung, H.1    Chandler, P.2    Sweller, J.3
  • 7
    • 0032032804 scopus 로고    scopus 로고
    • Levels of expertise and instructional design
    • Kalyuga, S., Chandler, P. and Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
    • (1998) Human Factors , vol.40 , pp. 1-17
    • Kalyuga, S.1    Chandler, P.2    Sweller, J.3
  • 10
    • 0008755878 scopus 로고
    • Systematic thinking fostered by illustrations in scientific text
    • Mayer, R. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240-246.
    • (1989) Journal of Educational Psychology , vol.81 , pp. 240-246
    • Mayer, R.1
  • 11
    • 0347987823 scopus 로고    scopus 로고
    • Multimedia learning: Are we asking the right questions?
    • Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1-19.
    • (1997) Educational Psychologist , vol.32 , pp. 1-19
    • Mayer, R.E.1
  • 12
    • 33845297553 scopus 로고
    • Animations need narrations: An experimental test of a dual-coding hypothesis
    • Mayer, R. and Anderson, R. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
    • (1991) Journal of Educational Psychology , vol.83 , pp. 484-490
    • Mayer, R.1    Anderson, R.2
  • 13
    • 58149205843 scopus 로고
    • The instructive animation: Helping students build connections between words and pictures in multimedia learning
    • Mayer, R. and Anderson, R. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 444-452
    • Mayer, R.1    Anderson, R.2
  • 14
    • 0000787218 scopus 로고
    • When is an illustration is worth ten thousand words?
    • Mayer, R. and Gallini, J. (1990). When is an illustration is worth ten thousand words? Journal of Educational Psychology, 82, 715-726.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 715-726
    • Mayer, R.1    Gallini, J.2
  • 15
    • 58149206881 scopus 로고
    • For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning
    • Mayer, R. E. and Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 389-401
    • Mayer, R.E.1    Sims, V.K.2
  • 16
    • 39749093168 scopus 로고
    • The magical number seven, plus or minus two: Some limits on our capacity for processing information
    • Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
    • (1956) Psychological Review , vol.63 , pp. 81-97
    • Miller, G.A.1
  • 17
    • 33845616537 scopus 로고
    • Reducing cognitive load by mixing auditory and visual presentation modes
    • Mousavi, S. Y., Low, R. and Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 319-334
    • Mousavi, S.Y.1    Low, R.2    Sweller, J.3
  • 18
    • 0027853922 scopus 로고
    • The efficiency of instructional conditions: An approach to combine mental-effort and performance measures
    • Paas, F. and Van Merrienboer, J. (1993). The efficiency of instructional conditions: An approach to combine mental-effort and performance measures. Human Factors, 35, 737-743.
    • (1993) Human Factors , vol.35 , pp. 737-743
    • Paas, F.1    Van Merrienboer, J.2
  • 19
    • 33846580222 scopus 로고
    • Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach
    • Paas, F. and Van Merrienboer, J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 122-133
    • Paas, F.1    Van Merrienboer, J.2
  • 21
    • 0024694013 scopus 로고
    • Modality effects and the structure of short term verbal memory
    • Penney, C. G. (1989). Modality effects and the structure of short term verbal memory. Memory and Cognition, 17, 398-422.
    • (1989) Memory and Cognition , vol.17 , pp. 398-422
    • Penney, C.G.1
  • 22
    • 77957064199 scopus 로고
    • A connectionist/control architecture for working memory
    • G. H. Bower (Ed.)
    • Schneider, W. and Detweiler, M. (1987). A connectionist/control architecture for working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 21, pp. 53-119).
    • (1987) The Psychology of Learning and Motivation , vol.21 , pp. 53-119
    • Schneider, W.1    Detweiler, M.2
  • 23
    • 0025140247 scopus 로고
    • Verbal overshadowing of visual memories: Some things are better left unsaid
    • Schooler, J. and Engstler-Schooler, T. (1990). Verbal overshadowing of visual memories: Some things are better left unsaid. Cognitive Psychology, 22, 36-71.
    • (1990) Cognitive Psychology , vol.22 , pp. 36-71
    • Schooler, J.1    Engstler-Schooler, T.2
  • 24
    • 43949152992 scopus 로고
    • Cognitive load theory, learning difficulty and instructional design
    • Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, 295-312.
    • (1994) Learning and Instruction , vol.4 , pp. 295-312
    • Sweller, J.1
  • 25
    • 84945136529 scopus 로고
    • Why some material is difficult to learn
    • Sweller, J. and Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.
    • (1994) Cognition and Instruction , vol.12 , pp. 185-233
    • Sweller, J.1    Chandler, P.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.