-
1
-
-
0037412694
-
Direct measurement of cognitive load in multimedia learning
-
Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38, 53-61.
-
(2003)
Educational Psychologist
, vol.38
, pp. 53-61
-
-
Brünken, R.1
Plass, J.L.2
Leutner, D.3
-
3
-
-
30544434313
-
The self-monitoring approach for effective learning
-
Dunlosky, J., Hertzog, C., Kennedy, M. R. T., & Tiede, K. W. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 9(1), 4-11.
-
(2005)
Cognitive Technology
, vol.9
, Issue.1
, pp. 4-11
-
-
Dunlosky, J.1
Hertzog, C.2
Kennedy, M.R.T.3
Tiede, K.W.4
-
4
-
-
58149372679
-
A social-cognitive approach to motivation and personality
-
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
-
(1988)
Psychological Review
, vol.95
, pp. 256-273
-
-
Dweck, C.S.1
Leggett, E.L.2
-
6
-
-
30244576368
-
When using sound with a text or picture is not beneficial for learning
-
Kalyuga, S. (2000). When using sound with a text or picture is not beneficial for learning. Australian Journal of Educational Technology, 16(2), 161-172.
-
(2000)
Australian Journal of Educational Technology
, vol.16
, Issue.2
, pp. 161-172
-
-
Kalyuga, S.1
-
7
-
-
0037412683
-
The expertise reversal effect
-
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologis, 38(2), 3-31.
-
(2003)
Educational Psychologis
, vol.38
, Issue.2
, pp. 3-31
-
-
Kalyuga, S.1
Ayres, P.2
Chandler, P.3
Sweller, J.4
-
8
-
-
0032032804
-
Levels of expertise and instructional design
-
Kalyuga, S., Chandler, P., & 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
-
9
-
-
0034144894
-
Incorporating learner experience into the design of multimedia instruction
-
Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
-
(2000)
Journal of Educational Psychology
, vol.92
, pp. 126-136
-
-
Kalyuga, S.1
Chandler, P.2
Sweller, J.3
-
10
-
-
85064779867
-
Learner experience and efficiency of instructional guidance
-
Kalyuga, S., Chandler, P., & Sweller, J. (2001a). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.
-
(2001)
Educational Psychology
, vol.21
, pp. 5-23
-
-
Kalyuga, S.1
Chandler, P.2
Sweller, J.3
-
11
-
-
0035438174
-
When problem solving is superior to studying worked examples
-
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001b). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588.
-
(2001)
Journal of Educational Psychology
, vol.93
, pp. 579-588
-
-
Kalyuga, S.1
Chandler, P.2
Tuovinen, J.3
Sweller, J.4
-
12
-
-
34548571747
-
Exploring the assistance dilemma in experiments with cognitive tutors
-
Koedinger, K., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19, 239-264.
-
(2007)
Educational Psychology Review
, vol.19
, pp. 239-264
-
-
Koedinger, K.1
Aleven, V.2
-
13
-
-
8744281640
-
When auditory presentations should and should not be a component of multimedia instruction
-
Leahy, W., Chandler, P., & Sweller, J. (2003). When auditory presentations should and should not be a component of multimedia instruction. Applied Cognitive Psychology, 17, 401-418.
-
(2003)
Applied Cognitive Psychology
, vol.17
, pp. 401-418
-
-
Leahy, W.1
Chandler, P.2
Sweller, J.3
-
14
-
-
0037412682
-
Cognitive load theory and instructional design: Recent developments
-
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4.
-
(2003)
Educational Psychologist
, vol.38
, pp. 1-4
-
-
Paas, F.1
Renkl, A.2
Sweller, J.3
-
15
-
-
3843076391
-
Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture
-
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1-8.
-
(2004)
Instructional Science
, vol.32
, pp. 1-8
-
-
Paas, F.1
Renkl, A.2
Sweller, J.3
-
16
-
-
33646072767
-
Optimising worked example instruction: Different ways to increase germane cognitive load
-
Paas, F., & van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and Instruction, 16, 87-91.
-
(2006)
Learning and Instruction
, vol.16
, pp. 87-91
-
-
Paas, F.1
van Gog, T.2
-
17
-
-
0028491580
-
Measurement of cognitive load in instructional research
-
Paas, F., van Merriënboer, J. J. G., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Perceptual and Motor Skills, 79, 419-430.
-
(1994)
Perceptual and Motor Skills
, vol.79
, pp. 419-430
-
-
Paas, F.1
van Merriënboer, J.J.G.2
Adam, J.J.3
-
18
-
-
0003554575
-
-
K. A. Renninger, S. Hidi, and A. Krapp (Eds.), Hillsdale, NJ: Erlbaum
-
Renninger, K. A., Hidi, S., & Krapp, A. (Eds.). (1992). The role of interest in learning and development. Hillsdale, NJ: Erlbaum.
-
(1992)
The Role of Interest in Learning and Development
-
-
-
19
-
-
0009943468
-
FAM: Ein Fragebogen zur Erfassung aktueller motivation in Lern- und Leistungssituationen
-
Rheinberg, F., Vollmeyer, R., & Burns, B. D. (2001). FAM: Ein Fragebogen zur Erfassung aktueller motivation in Lern- und Leistungssituationen. Diagnostica, 47, 57-66.
-
(2001)
Diagnostica
, vol.47
, pp. 57-66
-
-
Rheinberg, F.1
Vollmeyer, R.2
Burns, B.D.3
-
20
-
-
77952089931
-
Motivational aspects of cognitive load theory
-
In M. Wosnitza, S. Karabenick, A. Efklides & P. Nenniger (Eds.), Hogrefe & Huber
-
Schnotz, W., Fries, S., & Horz, H. (2009). Motivational aspects of cognitive load theory. In M. Wosnitza, S. Karabenick, A. Efklides & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 69-96). Hogrefe & Huber.
-
(2009)
Contemporary Motivation Research: From Global to Local Perspectives
, pp. 69-96
-
-
Schnotz, W.1
Fries, S.2
Horz, H.3
-
21
-
-
59049099059
-
Semantic scaffolds in hypermedia learning environments
-
Schnotz, W., & Heiß, A. (2009). Semantic scaffolds in hypermedia learning environments. Computers in Human Behavior, 25, 371-380.
-
(2009)
Computers in Human Behavior
, vol.25
, pp. 371-380
-
-
Schnotz, W.1
Heiß, A.2
-
22
-
-
35248871108
-
A reconsideration of cognitive load theory
-
Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469-508.
-
(2007)
Educational Psychology Review
, vol.19
, Issue.4
, pp. 469-508
-
-
Schnotz, W.1
Kürschner, C.2
-
24
-
-
36148969361
-
Evolution of human cognitive architecture
-
B. Ross (Ed.), San Diego: Academic Press
-
Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 43, pp. 215-266). San Diego: Academic Press.
-
(2003)
The Psychology of Learning and Motivation
, vol.43
, pp. 215-266
-
-
Sweller, J.1
-
25
-
-
30644477627
-
Implications of cognitive load theory for multimedia learning
-
R. E. Mayer (Ed.), New York: Cambridge University Press
-
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-30). New York: Cambridge University Press.
-
(2005)
The Cambridge Handbook of Multimedia Learning
, pp. 19-30
-
-
Sweller, J.1
-
26
-
-
84945136529
-
Why some material is difficult to learn
-
Sweller, J., & 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
-
27
-
-
0032395415
-
Cognitive architecture and instructional design
-
Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
-
(1998)
Educational Psychology Review
, vol.10
, pp. 251-296
-
-
Sweller, J.1
van Merriënboer, J.J.G.2
Paas, F.G.W.C.3
-
28
-
-
85047689386
-
Accuracy of metacognitive monitoring affects learning of texts
-
Tiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66-73.
-
(2003)
Journal of Educational Psychology
, vol.95
, pp. 66-73
-
-
Tiede, K.W.1
Anderson, M.C.M.2
Therriault, D.3
-
29
-
-
0034239433
-
Does motivation affect performance via persistence?
-
Vollmeyer, R., & Rheinberg, F. (2000). Does motivation affect performance via persistence?. Learning and Instruction, 10, 293-309.
-
(2000)
Learning and Instruction
, vol.10
, pp. 293-309
-
-
Vollmeyer, R.1
Rheinberg, F.2
-
30
-
-
0011485190
-
-
Learning and mental development at school age In B. Simon & J. Simon (Hrsg.), London: Routledge & Kegan Paul
-
Vygotski, L. S. (1963). Learning and mental development at school age In B. Simon & J. Simon (Hrsg.), Educational psychology in the U. S. S. R. (S. 21-34). London: Routledge & Kegan Paul.
-
(1963)
Educational Psychology in the U.S.S.R.(S. 21-34)
-
-
Vygotski, L.S.1
|