The impact of disfluency, pacing, and students' need for cognition on learning with multimedia

Computers in Human Behavior

Volumn 35, Issue , 2014, Pages 189-198

  Kühl, Tim ^a   Eitel, Alexander ^b   Damnik, Gregor ^c   Körndle, Hermann ^c  

^a UNIVERSITY OF MANNHEIM   (Germany)

^b KNOWLEDGE MEDIA RESEARCH CENTER   (Germany)

^c DRESDEN UNIVERSITY OF TECHNOLOGY   (Germany)

Author keywords

Cognitive load; Disfluency; Multimedia learning; Need for cognition; Segmenting principle

Indexed keywords

BEHAVIORAL RESEARCH; HUMAN COMPUTER INTERACTION;

COGNITIVE LOADS; DISFLUENCY; MULTI-MEDIA LEARNING; NEED FOR COGNITIONS; SEGMENTING PRINCIPLE;

SOUND REPRODUCTION;

EID: 84897432323     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2014.03.004     Document Type: Article

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