The effects of study time and presentation modality on learning

Proceedings of the Human Factors and Ergonomics Society

Volumn 1, Issue , 2007, Pages 512-515

  Zolna, Jesse S ^a   Catrambone, Richard ^a  

^a GEORGIA INSTITUTE OF TECHNOLOGY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COGNITIVE COSTS; INSTRUCTIONAL DESIGNS;

ERGONOMICS; HUMAN ENGINEERING;

EDUCATION;

EID: 58149463027     PISSN: 10711813     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (10)

1. Mayer, R. E. (2001). Multimedia Learning. Boston: Cambridge University Press.
2. Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320.
3. McCaulay, D. (2003). The New The Way Things Work. Boston: Houghton Mifflin Company
4. Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358-368.
5. 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.
6. Sweller, J. (1999). Instructional Design. Melbourne: ACER Press.
7. Tabbers, H. K. (2002). The modality of text in multimedia instructions. Open University of the Netherlands, Herleen, Netherlands.
8. Tabbers, H. K., Martens, R. L., & van Merrienboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74(1), 71-81.
9. Wickens, C. D., & Hollands, J. (2000). Engineering psychology and human performance (Vol. 3). Upper Saddle River, NJ: Prentice Hall.
10. Zolna, J. S. (2005). Learning from Multimedia: The Locus of Modality Effects. Georgia Institute of Technology, Atlanta.