Disfluency meets cognitive load in multimedia learning: Does harder-to-read mean better-to-understand?

Applied Cognitive Psychology

Volumn 28, Issue 4, 2014, Pages 488-501

  Eitel, Alexander ^a   Kühl, Tim ^b   Scheiter, Katharina ^a   Gerjets, Peter ^a  

^a KNOWLEDGE MEDIA RESEARCH CENTER   (Germany)

^b UNIVERSITY OF MANNHEIM   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; COGNITION; COGNITIVE LOAD THEORY; COMPREHENSION; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING; MALE; MULTIMEDIA; NORMAL HUMAN; PREDICTION; PRIORITY JOURNAL; PSYCHOLOGICAL THEORY; READING;

EID: 84904721451     PISSN: 08884080     EISSN: 10990720     Source Type: Journal    
DOI: 10.1002/acp.3004     Document Type: Article

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