-
1
-
-
0036210232
-
An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor
-
Aleven, V. A., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26, 147-179.
-
(2002)
Cognitive Science
, vol.26
, pp. 147-179
-
-
Aleven, V.A.1
Koedinger, K.R.2
-
2
-
-
59049099060
-
Using video and static pictures to improve learning of procedural contents
-
Arguel, A., & Jamet, E. (2009). Using video and static pictures to improve learning of procedural contents. Computers in Human Behavior, 25(2), 354-359.
-
(2009)
Computers in Human Behavior
, vol.25
, Issue.2
, pp. 354-359
-
-
Arguel, A.1
Jamet, E.2
-
3
-
-
0344719480
-
Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps
-
DOI 10.1037/0022-0663.95.4.774
-
Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774-783. (Pubitemid 37514215)
-
(2003)
Journal of Educational Psychology
, vol.95
, Issue.4
, pp. 774-783
-
-
Atkinson, R.K.1
Renkl, A.2
Merrill, M.M.3
-
4
-
-
59049086417
-
Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations
-
Ayres, P., Marcus, N., Chan, C., & Qian, N. (2009). Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations. Computers in Human Behavior, 25(2), 348-353.
-
(2009)
Computers in Human Behavior
, vol.25
, Issue.2
, pp. 348-353
-
-
Ayres, P.1
Marcus, N.2
Chan, C.3
Qian, N.4
-
5
-
-
67650675660
-
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations
-
Berthold, K., Eysink, T., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science, 37(4), 345-363.
-
(2009)
Instructional Science
, vol.37
, Issue.4
, pp. 345-363
-
-
Berthold, K.1
Eysink, T.2
Renkl, A.3
-
6
-
-
60849097835
-
Instructional aids to support a conceptual understanding of multiple representations
-
Berthold, K., & Renkl, A. (2009). Instructional aids to support a conceptual understanding of multiple representations. Journal of Educational Psychology, 101(1), 70-87.
-
(2009)
Journal of Educational Psychology
, vol.101
, Issue.1
, pp. 70-87
-
-
Berthold, K.1
Renkl, A.2
-
7
-
-
58649108992
-
Static and animated presentations in learning dynamic mechanical systems
-
Boucheix, J., & Schneider, E. (2009). Static and animated presentations in learning dynamic mechanical systems. Learning and Instruction, 19(2), 112-127.
-
(2009)
Learning and Instruction
, vol.19
, Issue.2
, pp. 112-127
-
-
Boucheix, J.1
Schneider, E.2
-
8
-
-
0036761853
-
Using animation to help students learn computer algorithms
-
Catrambone, R., & Seay, A. F. (2002). Using animation to help students learn computer algorithms. Human Factors, 44(3), 495-511. (Pubitemid 35448650)
-
(2002)
Human Factors
, vol.44
, Issue.3
, pp. 495-511
-
-
Catrambone, R.1
Seay, A.F.2
-
9
-
-
43949150689
-
Eliciting self-explanations improves understanding
-
Chi, M. T. H., de Leeuw, N., Chiu, M., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439-477.
-
(1994)
Cognitive Science
, vol.18
, Issue.3
, pp. 439-477
-
-
Chi, M.T.H.1
De Leeuw, N.2
Chiu, M.3
Lavancher, C.4
-
11
-
-
79953038080
-
Improved effectiveness of cueing by self-explanations when learning from a complex animation
-
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010a). Improved effectiveness of cueing by self-explanations when learning from a complex animation. Applied Cognitive Psychology, 25, 183-194.
-
(2010)
Applied Cognitive Psychology
, vol.25
, pp. 183-194
-
-
De Koning, B.B.1
Tabbers, H.K.2
Rikers, R.M.J.P.3
Paas, F.4
-
12
-
-
77953138261
-
Learning by generating vs
-
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010b). Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations. Computers & Education, 55(2), 681-691.
-
(2010)
Receiving Instructional Explanations: Two Approaches to Enhance Attention Cueing in Animations. Computers & Education
, vol.55
, Issue.2
, pp. 681-691
-
-
De Koning, B.B.1
Tabbers, H.K.2
Rikers, R.M.J.P.3
Paas, F.4
-
13
-
-
34249101999
-
Fostering multimedia learning of science: Exploring the role of an animated agent's image
-
DOI 10.1016/j.compedu.2005.11.010, PII S0360131505001715
-
Dunsworth, Q., & Atkinson, R. K. (2007). Fostering multimedia learning of science: Exploring the role of an animated agent's image. Computers & Education, 49(3), 677-690. (Pubitemid 46783969)
-
(2007)
Computers and Education
, vol.49
, Issue.3
, pp. 677-690
-
-
Dunsworth, Q.1
Atkinson, R.K.2
-
14
-
-
3843146186
-
Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures
-
Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science, 32(1-2), 33-58. (Pubitemid 39045929)
-
(2004)
Instructional Science
, vol.32
, Issue.1-2
, pp. 33-58
-
-
Gerjets, P.1
Scheiter, K.2
Catrambone, R.3
-
15
-
-
33646044047
-
Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?
-
DOI 10.1016/j.learninstruc.2006.02.007, PII S0959475206000144
-
Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16(2), 104-121. (Pubitemid 43609145)
-
(2006)
Learning and Instruction
, vol.16
, Issue.2 SPEC. ISS.
, pp. 104-121
-
-
Gerjets, P.1
Scheiter, K.2
Catrambone, R.3
-
16
-
-
36448969715
-
Finding and fixing errors in worked examples: Can this foster learning outcomes?
-
Große, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and Instruction, 17(6), 612-634.
-
(2007)
Learning and Instruction
, vol.17
, Issue.6
, pp. 612-634
-
-
Große, C.S.1
Renkl, A.2
-
17
-
-
40949115266
-
Development of NASA-TLX (task load index): Results of experimental and theoretical research
-
P. A. Hancock & N. Meshkati (Eds.),. Amsterdam, Holland: North-Holland.
-
Hart, S. G., & Staveland, L. E. (1988). Development of NASA-TLX (task load index): Results of experimental and theoretical research. In P. A. Hancock & N. Meshkati (Eds.), Human mental workload (pp. 139-183). Amsterdam, Holland: North-Holland.
-
(1988)
Human Mental Workload
, pp. 139-183
-
-
Hart, S.G.1
Staveland, L.E.2
-
18
-
-
0026918068
-
Mental animation: Inferring motion from static displays of mechanical systems
-
Hegarty, M. (1992). Mental animation: Inferring motion from static displays of mechanical systems. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(5), 1084-1102.
-
(1992)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.18
, Issue.5
, pp. 1084-1102
-
-
Hegarty, M.1
-
19
-
-
4544337761
-
Dynamic visualizations and learning: Getting to the difficult questions
-
DOI 10.1016/j.learninstruc.2004.06.007, PII S0959475204000362, Dynamic Visualisations and Learning
-
Hegarty, M. (2004). Dynamic visualizations and learning: Getting to the difficult questions. Learning and Instruction, 14(3), 343-351. (Pubitemid 39216293)
-
(2004)
Learning and Instruction
, vol.14
, Issue.3
, pp. 343-351
-
-
Hegarty, M.1
-
20
-
-
1042268287
-
The Roles of Mental Animations and External Animations in Understanding Mechanical Systems
-
Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition and Instruction, 21(4), 325-360. (Pubitemid 38202828)
-
(2003)
Cognition and Instruction
, vol.21
, Issue.4
, pp. 325-360
-
-
Hegarty, M.1
Kriz, S.2
Cate, C.3
-
21
-
-
34248356383
-
The effect of animation on comprehension and interest
-
Kim, S., Yoon, M., Whang, S. M., Tversky, B., & Morrison, J. B. (2007). The effect of animation on comprehension and interest. Journal of Computer Assisted Learning, 23(3), 260-270.
-
(2007)
Journal of Computer Assisted Learning
, vol.23
, Issue.3
, pp. 260-270
-
-
Kim, S.1
Yoon, M.2
Whang, S.M.3
Tversky, B.4
Morrison, J.B.5
-
23
-
-
0034355506
-
Increasing associative learning of abstract concepts through audiovisual redundancy
-
Lai, S. (2000). Increasing associative learning of abstract concepts through audiovisual redundancy. Journal of Educational Computing Research, 23(3), 275-289.
-
(2000)
Journal of Educational Computing Research
, vol.23
, Issue.3
, pp. 275-289
-
-
Lai, S.1
-
24
-
-
0030167558
-
Effect of animation in enhancing descriptive and procedural texts in a multimedia learning environment
-
Large, A., Beheshti, J., Breuleux, A., & Renaud, A. (1996). Effect of animation in enhancing descriptive and procedural texts in a multimedia learning environment. Journal of the American Society for Information Science, 47(6), 437-448. (Pubitemid 126607686)
-
(1996)
Journal of the American Society for Information Science
, vol.47
, Issue.6
, pp. 437-448
-
-
Large, A.1
Beheshti, J.2
Breuleux, A.3
Renaud, A.4
-
25
-
-
78650173231
-
Using animations and visual cueing to support learning of scientific concepts and processes
-
Lin, L., & Atkinson, R. K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Computers & Education, 56(3), 650-658.
-
(2011)
Computers & Education
, vol.56
, Issue.3
, pp. 650-658
-
-
Lin, L.1
Atkinson, R.K.2
-
26
-
-
71749101443
-
Unique contributions of eye-tracking research to the study of leaning with graphics
-
Mayer, R. E. (2010). Unique contributions of eye-tracking research to the study of leaning with graphics. Learning and Instruction, 20, 167-171.
-
(2010)
Learning and Instruction
, vol.20
, pp. 167-171
-
-
Mayer, R.E.1
-
27
-
-
34848820290
-
Creating retroactive and proactive interference in multimedia learning
-
DOI 10.1002/acp.1350
-
Mayer, R. E., Deleeuw, K. E., & Ayres, P. (2007). Creating retroactive and proactive interference in multimedia learning. Applied Cognitive Psychology. 21(6), 795-809. (Pubitemid 47490409)
-
(2007)
Applied Cognitive Psychology
, vol.21
, Issue.6
, pp. 795-809
-
-
Mayer, R.E.1
Deleeuw, K.E.2
Ayres, P.3
-
28
-
-
0345149824
-
Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds?
-
Mayer, R. E., Dow, G. T., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology, 95(4), 806-812.
-
(2003)
Journal of Educational Psychology
, vol.95
, Issue.4
, pp. 806-812
-
-
Mayer, R.E.1
Dow, G.T.2
Mayer, S.3
-
29
-
-
30644477953
-
When static media promote active learning: Annotated illustrations versus narrated animations in multimedia instruction
-
DOI 10.1037/1076-898X.11.4.256
-
Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active learning: Annotated illustrations versus narrated animations in multimedia instruction. Journal of Experimental Psychology: Applied, 11(4), 256-265. (Pubitemid 43089584)
-
(2005)
Journal of Experimental Psychology: Applied
, vol.11
, Issue.4
, pp. 256-265
-
-
Mayer, R.E.1
Hegarty, M.2
Mayer, S.3
Campbell, J.4
-
30
-
-
0347369502
-
Learning a procedural task: Effectiveness of multimedia presentations
-
Michas, I. C., & Berry, D. C. (2000). Learning a procedural task: Effectiveness of multimedia presentations. Applied Cognitive Psychology, 14(6), 555-575.
-
(2000)
Applied Cognitive Psychology
, vol.14
, Issue.6
, pp. 555-575
-
-
Michas, I.C.1
Berry, D.C.2
-
31
-
-
34548590079
-
Interactive multimodal learning environments
-
Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326.
-
(2007)
Educational Psychology Review
, vol.19
, pp. 309-326
-
-
Moreno, R.1
Mayer, R.E.2
-
32
-
-
70350093159
-
Learning from multimedia presentations: Facilitation function of animations and spatial abilities
-
Münzer, S., Seufert, T., & Brünken, R. (2009). Learning from multimedia presentations: Facilitation function of animations and spatial abilities. Learning and Individual Differences, 19(4), 481-485.
-
(2009)
Learning and Individual Differences
, vol.19
, Issue.4
, pp. 481-485
-
-
Münzer, S.1
Seufert, T.2
Brünken, R.3
-
33
-
-
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), 1-4. (Pubitemid 36399998)
-
(2003)
Educational Psychologist
, vol.38
, Issue.1
, pp. 1-4
-
-
Paas, F.1
Renkl, A.2
Sweller, J.3
-
34
-
-
21144483489
-
Selective use of animation and feedback in computer-based instruction
-
Park, O. C., & Gittelman, S. S. (1992). Selective use of animation and feedback in computer-based instruction. Educational Technology, Research, and Development, 40, 27-38.
-
(1992)
Educational Technology, Research, and Development
, vol.40
, pp. 27-38
-
-
Park, O.C.1
Gittelman, S.S.2
-
35
-
-
4644297407
-
Learning from examples: Fostering self-explanations in computer-based learning environments
-
Renkl, A., & Atkinson, R. K. (2002). Learning from examples: Fostering self-explanations in computer-based learning environments. Interactive Learning Environments, 10, 105-119.
-
(2002)
Interactive Learning Environments
, vol.10
, pp. 105-119
-
-
Renkl, A.1
Atkinson, R.K.2
-
36
-
-
58149204957
-
Using computer animated graphics with science instruction with children
-
Rieber, L. P. (1990). Using computer animated graphics with science instruction with children. Journal of Educational Psychology, 82(1), 135-140.
-
(1990)
Journal of Educational Psychology
, vol.82
, Issue.1
, pp. 135-140
-
-
Rieber, L.P.1
-
38
-
-
34248041602
-
Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory
-
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461.
-
(1982)
Journal of Personality and Social Psychology
, vol.43
, pp. 450-461
-
-
Ryan, R.M.1
-
39
-
-
25844518678
-
Making the abstract concrete: Visualizing mathematical solution procedures
-
DOI 10.1016/j.chb.2005.01.009, PII S074756320500018X, Instructional Design for Effective and Enjoyable Computer-Supported Learning
-
Scheiter, K., Gerjets, P., & Catrambone, R. (2006). Making the abstract concrete: Visualizing mathematical solution procedures. Computers in Human Behavior, 22(1), 9-25. (Pubitemid 41394955)
-
(2006)
Computers in Human Behavior
, vol.22
, Issue.1
, pp. 9-25
-
-
Scheiter, K.1
Gerjets, P.2
Catrambone, R.3
-
40
-
-
35248871108
-
A reconsideration of cognitive load theory
-
Schnotz, W., & Kurschner, 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
Kurschner, C.2
-
41
-
-
0032395415
-
Cognitive architecture and instructional design
-
Sweller, J., van Merrienboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
-
(1998)
Educational Psychology Review
, vol.10
, Issue.3
, pp. 251-296
-
-
Sweller, J.1
Van Merrienboer, J.J.G.2
Paas, F.3
-
42
-
-
84982017490
-
The effect of animated diagrams on the understanding of a mathematical demonstration in 11- to 14-year-old pupils
-
Thompson, S. V., & Riding, R. J. (1990). The effect of animated diagrams on the understanding of a mathematical demonstration in 11- to 14-year-old pupils. British Journal of Educational Psychology, 60, 93-98.
-
(1990)
British Journal of Educational Psychology
, vol.60
, pp. 93-98
-
-
Thompson, S.V.1
Riding, R.J.2
-
43
-
-
0036817762
-
Animation: Can it facilitate?
-
Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57(4), 247-262.
-
(2002)
International Journal of Human-Computer Studies
, vol.57
, Issue.4
, pp. 247-262
-
-
Tversky, B.1
Morrison, J.B.2
Betrancourt, M.3
-
44
-
-
59049088980
-
Instructional animations can be superior to statics when learning human motor skills
-
Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., Paas, F., et al. (2009). Instructional animations can be superior to statics when learning human motor skills. Computers in Human Behavior, 25(2), 339-347.
-
(2009)
Computers in Human Behavior
, vol.25
, Issue.2
, pp. 339-347
-
-
Wong, A.1
Marcus, N.2
Ayres, P.3
Smith, L.4
Cooper, G.A.5
Paas, F.6
-
45
-
-
0344719039
-
Spatial ability and the impact of visualization/animation on learning electrochemistry
-
Yang, E., Andre, T., & Greenbowe, T. J. (2003). Spatial ability and the impact of visualization/animation on learning electrochemistry. International Journal of Science Education, 25(3), 329.
-
(2003)
International Journal of Science Education
, vol.25
, Issue.3
, pp. 329
-
-
Yang, E.1
Andre, T.2
Greenbowe, T.J.3
|