e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning: Third Edition

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning: Third Edition

Volumn , Issue , 2012, Pages

  Clark, Ruth Colvin ^b   Mayer, Richard E ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85172964602     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9781118255971     Document Type: Book

References (296)

1. Albanese, M.A. (2010). Problem-based learning. In W.B. Jeffries & K.N. Huggett (Eds.), An introduction to medical teaching. New York: Springer.
2. Alexander, P.A., & Winne, P.H. (Eds.). (2006). Handbook of educational psychology(2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Anderson, P.H., & Lawton, L. (2009). Business simulations and cognitive learning: Developments, desires, and future directions. Simulation & Gaming, 40, 193-216.
4. ASTD. (2010). State of the industry report. Alexandria, VA: American Society for Training and Development.
5. Atkinson, R.K. (2000). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94, 416-427.
6. Atkinson, R.K., & Derry, S. J. (2002). Computer-based examples designed to encourage optimal example processing: A study examining the impact of sequentially presented, subgoal-oriented worked examples. In B. Fishman & S.E. O'Connor-Divelbill (Eds.), Proceedings of the Fourth International Conference of Learning Sciences (pp. 132-133). Mahwah, NJ: Lawrence Erlbaum Associates.
7. Atkinson, R.K., Mayer, R.E., & Merrill, M.M. (2005). Fostering social agency in multimedia learning: Examining the impact of an animated agent's voice. Contemporary Educational Psychology, 30, 117-139.
8. 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.
9. Ayres, P., Marcus, N., Chan, C., & Qian, N. (2009). Learning hand manipulative tasks: When instructional animations are superior to equivalent static representation. Computers in Human Behavior, 25, 348-353.
10. Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135-146). New York: Cambridge University Press.
11. Baggett, P. (1984). Role of temporal overlap of visual and auditory material in forming dual media associations. Journal of Educational Psychology, 76, 408-417.
12. Baggett, P., & Ehrenfeucht, A. (1983). Encoding and retaining information in the visuals and verbals of an educational movie. Educational Communications and Technology Journal, 31, 23-32.
13. Bahrick, H.P. (1987). Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 344-349.
14. Beck, I., McKeown, M.G., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning the author: A year-long classroom implementation to engage students in text. Elementary School Journal, 96, 385-414.
15. Belanich, J, Sibley, D.E., & Orvis, K.L. (2004). Instructional characteristics and motivational features of a PC-based game. Washington, DC: U.S. Army Research Institute for the Behavioral and Social Sciences, Research Report 1822.
16. Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P.A., Fixet, M., & Huant, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74, 379-439.
17. Betrancourt, M. (2005). The animation and interactivity principles in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 287-296). New York: Cambridge University Press.
18. Bishop, M.J., Amankwatia, T.B., & Cates, W.M. (2008). Sound's use in instructional software to enhance learning: A theory-to-practice content analysis. Educational Technology Research and Development, 56, 467-486.
19. Brown, P., & Levinson, S.C. (1987). Politeness: Some universals in language usage. New York: Cambridge University Press.
20. Butcher, K.R. (2006). Learning from text and diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98, 182-197.
21. Campbell, J., & Stasser, G. (2006). The influence of time and task demonstrability on decision making in computer-mediated and face-to-face groups. Small Group Research, 37(3), 271-294.
22. Carroll, J.M. (2000). Making use: Scenario-based design of human-computer interactions. Cambridge, MA: MIT Press.
23. Carson, B. (2009). The effectiveness of learning games in an on-boarding program at Sun Microsystems: An evaluation. Downloaded December 2010 from http://www.clsllc.com/8080/brandon/documents/The%20Effectiveness%20of%20Learning%20Games%20for%20Onboarding.pdf.
24. Cassell, J., Sullivan, J., Prevost, S., & Churchill, E. (2000). Embodied conversational agents. Cambridge, MA: MIT Press.
25. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
26. ChanLin, L. (1998). Animation to teach students of different knowledge levels. Journal of Instructional Psychology, 25, 166-175.
27. Chatham, R.E (2009). The 20th-century revolution in military training. In K. A. Ericsson (Ed.), Development of professional expertise. New York: Cambridge University Press.
28. Chi, M.T.H, Bassok, M., Lewis, M.W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
29. Chi, M.T. H., Roy, M., & Hausmann, R.G.M. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science, 32, 301-341.
30. Clark, R.C. (2008). Building expertise: Cognitive methods for training and performance improvement. (2nd ed.). San Francisco: Pfeiffer.
31. Clark, R.C. (2008). Developing technical training (3rd ed.) .San Francisco: Pfeiffer.
32. Clark, R.C. (2010). Evidence-based training methods. Alexandria, VA: ASTD Press.
33. Clark, R.C., & Kwinn, A. (2007). The new virtual classroom. San Francisco: Pfeiffer.
34. Clark, R.C., & Lyons, C. (2011). Graphics for learning (2nd ed.). San Francisco: Pfeiffer.
35. Clark, R.C., & Mayer, R.E. (2008). Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments. Performance Improvement, 47, 5-13.
36. Clark, R.C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning. San Francisco: Pfeiffer.
37. Clark, R.C., & Nguyen, F. (2008). Behavioral, cognitive, and technological models for performance improvement. In J.M. Spector, M.D. Merrill, J.J.G. van Merrienboer, & M.P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
38. Clark, R.E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-30.
39. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
40. Corbalan, G., Kester, L., & van Merrienboer, J.J.G. (2008). Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement. Contemporary Educational Psychology, 33, 733-756.
41. Corbalan, G., Paas, F.G.W.C., & Cuypers, H. (2010). Computer-based feedback in linear algebra: Effects on transfer performance and motivation. Computers & Education, 55, 692-703.
42. Craig, S.D., Chi, M.T.H., & VanLehn, K. (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving. Journal of Educational Psychology, 111, 779-789.
43. Craig, S.D., Gholson, B., & Driscoll, D.M. (2002). Animated pedagogical agents in multimedia learning environments: Effects of agent properties, picture features, and redundancy. Journal of Educational Psychology, 94, 428-434.
44. Crandall, B., Klein, G., & Hoffman, R.R. (2006). Working minds. Cambridge, MA: MIT Press.
45. Crossman, E.R.F.W. (1959). A theory of the acquisition of speed skill. Ergonomics, 2, 153-166.
46. Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
47. De Jong, T. (2011). Instruction based on computer simulations. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of research on learning and instruction. New York: Routledge.
48. De Koning, B.B., Tabbers, H.K., Rikers, R.M.J.P., & Paas, F.G.W.C., (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, pp. 731-746.
49. DeRouin, R.E., Fritzsche, B.A., & Salas, E. (2004). Optimizing e-learning: Research-based guidelines for learner-controlled training. Human Resource Management, 43(2-3), 147-162.
50. De Wever, B., Van Winckel, M., & Valcke, M. (2008). Discussing patient management online: The impact of roles on knowledge construction for students interning at the paediatric ward. Advances in Health Sciences Education, 13, 25-42.
51. Dewey, J. (1913). Interest and effort in education. Cambridge, MA: Houghton Mifflin.
52. Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Educational Psychology, 81, 240-246.
53. Druckman, D., & Bjork, R.A. (1991). In the mind's eye: Enhancing human performance. Washington, DC: National Academy Press.
54. Duncker, K. (1945). On problem solving. Psychological Monographs, 58, 270.
55. Ebbinghaus, N. (1913). Memory (N.R. Ruger & C.E. Bussenius, Trans.). New York: Teacher's College. (Original work published 1885).
56. Entertainment Software Association. (2010). Video games in the 21st century. Accessed from www.theesa.com/September 2010.
57. Erhel, S., & Jamet, E. (2006). Using pop-up windows to improve multimedia learning. Journal of Computer Assisted Learning, 22, 137-147.
58. Ericsson, K.A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K.A. Ericsson, N. Charness, P.J. Feltovich, & R.R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance. New York: Cambridge University Press.
59. Eva, K.W., Cunnington, J.P.W., Reiter, H.I., Keane, D.R., & Norman, G.R. (2004). How can I know what I don't know? Poor self-assessment in a well-defined domain. Advances in Health Sciences Education, 9, 211-224.
60. Fletcher, J.D., & Tobias, S. (2005). The multimedia principle. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 117-134). New York: Cambridge University Press.
61. Florax, M., & Ploetzner, R. (2010). What contributes to the split-attention effect? Role of text segmentation, picture labeling, and spatial proximity. Learning and Instruction, 20, 216-224.
62. Fonseca, B.A., & Chi, M.T.H. (2011). Instruction based on self-explanation. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of research on learning and instruction. New York: Routledge.
63. Garner, R., Gillingham, M., & White, C. (1989). Effects of seductive details on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41-57.
64. Gay, G. (1986). Interaction of learner control and prior understanding in computer-assisted video instruction. Journal of Educational Psychology, 78(3), 225-227.
65. Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95(2), 393-408.
66. Gick, M.L., & Holyoak, K.J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
67. Ginns, P. (2005). Integrating information: A meta-analysis of spatial contiguity and temporal contiguity effects. Learning and Instruction, 16, 511-525.
68. Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15, 313-331.
69. Glenberg, A.M., Sanocki, T., Epstein, W., & Morris, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology: General, 116(2), 119-136.
70. Gosen, J., & Washbush, J. (2004). A review of scholarship on assessing experiential learning effectiveness. Simulation and Gaming, 35(2), 270-293.
71. Graesser, A.C., Jeon, M., & Duffy, D. (2008). Agent technologies designed to facilitate interactive knowledge construction. Discourse Processes, 45, 298-322.
72. Hall, W.E., & Cushing, J.R. (1947). The relative value of three methods of presenting learning material. Journal of Psychology, 24, 57-62.
73. Halpern, D.F., Graesser, A., & Hakel, M. (2007). 25 Learning principles to guide pedagogy and the design of learning environments. Washington, DC: Association of Psychological Science Taskforce on Lifelong Learning at Work and at Home.
74. Hannafin, R.D., & Vermillion, J.R. (2008). Technology in the classroom. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 2, pp. 209-218). Thousand Oaks, CA: Sage.
75. Harp, S.F., & Mayer, R.E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92-102.
76. Harp, S.F., & Mayer, R.E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.
77. Harskamp, E.G., Mayer, R.E., & Suhre, C. (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction, 17, 465-477.
78. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
79. Hattie, J., & Gan, M. (2011). Instruction based on feedback. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of research on learning and instruction. New York: Routledge.
80. Hays, R.T. (2005). The effectiveness of instructional games: A literature review and discussion. Technical Report 2005-004. Washington, DC: Naval Air Warfare Center Training Systems Division.
81. Hegarty. M., Carpenter, P.A., & Just, M.A. (1996). Diagrams in the comprehension of scientific texts. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. II; pp. 641-668). Mahwah, NJ: Lawrence Erlbaum Associates.
82. Hegarty, M., Kriz, S., & Cate, C. (2003). The role of mental animations and external animations in understanding mechanical systems. Cognition and Instruction, 21, 325-360.
83. Hegarty, M. (2004). Dynamic visualizations and learning: Getting to the difficult questions. Learning and Instruction, 14, 343-351.
84. Hidi, S., & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111-127.
85. Hilbert, T., Renkl, A., Kessler, S., & Reiss, K. (2008). Learning to prove in geometry: Learning from heuristic examples and how it can be supported. Learning and Instruction, 18, 54-65.
86. Holzinger, A., Kickmeier-Rust, M.D., Wassertheurer, S., & Hessinger, M. (2009). Learning performance with interactive simulations in medical education: Lessons learned form results of learning complex physiological models with the Haemodynamics Simulator. Computers & Education, 52, 292-301.
87. Holsanova, J., Holmberg, N., & Holmqvist, K. (2009). Reading information graphics: The role of spatial contiguity and dual attention guidance. Applied Cognitive Psychology, 23, 1215-1226.
88. Industry Report. (2006). Training, 38(12), 20-32. Accessed December 8, 2006, from www.Trainingmag.com.
89. Inglese, T., Mayer, R.E., & Rigotti, F. (2007). Using audiovisual TV interviews to create visible authors that reduce the learning gap between native and non-native speakers. Learning and Instruction, 17, 67-77.
90. Issenberg, S.B., McGaghie, W.C., Petrusa, E.R., Gordon, D.L., & Scalese, R.J. (2005). Features and uses of high fidelity medical simulations that lead to effective learning: A BEME systematic review. Medical Teacher, 27(1), 10-29.
91. Jamet, E., & Le Bohec, O. (2007). The effect of redundant text in multimedia instruction. Contemporary Educational Psychology, 32, 588-598.
92. Johnson, D.W., Johnson, R.T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19, 15-29.
93. Johnson, D.W., & Johnson, R.T. (1992). Creative controversy: Intellectual challenge in the classroom. Edina, MN.: Interaction Book Company.
94. Jonassen, D.H., Lee, C.B., Yang, C-C., & Laffey, J. (2005). The collaboration principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
95. Johnson, C.I., & Mayer, R.E. (2010). Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Computers in Human Behavior, 26, 1246-1252.
96. Ju, E., & Wagner, C. (1997). Personal computer adventure games: Their structure, principles, and applicability for training. The DATA BASE for Advances in Information Systems, 28(2), 78-92.
97. Kalyuga, S. (2005). Prior knowledge principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 325-337). New York: Cambridge University Press.
98. Kalyuga, S. (2007). Expertise reversal effect and its implications for learnertailored instruction. Educational Psychology Review, 19, 509-539.
99. Kalyuga, S. (2008). When less is more in cognitive diagnosis: A rapid online method for diagnosing learner task-specific expertise. Journal of Educational Psychology, 100, 603-612.
100. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). Expertise reversal effect. Educational Psychologist, 38, 23-31.
101. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
102. Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-372.
103. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
104. Kalyuga, S., Chandler, P., & Sweller, J. (2004). When redundant on-screen text in multimedia technical instruction can interfere with learning. Human Factors, 46, 567-581.
105. Kartel, G. (2010). Does language matter in multimedia learning? Personalization principle revised. Journal of Educational Psychology, 102, 615-624.
106. Kellogg, R.T., & Whiteford, A.P. (2009). Training advanced writing skills: The case for deliberate practice. Educational Psychologist, 44, 250-266.
107. Knez, I., & Hygge, S. (2002). Irrelevant speech and indoor lighting: Effects of cognitive performance and self-reported affect. Applied Cognitive Psychology, 15, 709-718.
108. Kester, L., Kirschner, P.A., & Van Merrienboer, J.J.G. (2006). Just-in-time information presentation: Improving learning a troubleshooting skill. Contemporary Educational Psychology, 31, 167-185.
109. Kiewra, K.A., & Creswell, J.W. (2000). Conversations with three highly productive educational psychologists: Richard Anderson, Richard Mayer, and Michael Pressley. Educational Psychology Review, 12(1), 135-159.
110. Kirschner, F., Paas, F.G.W.C., & Kirschner, P.A. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31-42.
111. Kirschner, P., Strijbos, J., Kreijns, K., & Beers, P.J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47-66.
112. Kluger, A.N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
113. Koh, G.C.H., Khoo, H.E., Wong, M.L., & Koh, D. (2008). The effects of problem-based learning during medical school on physician competency: a systematic review. Canadian Medical Association Journal, 178, 34-41.
114. Krause, U.M., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19, 158-170.
115. Lajoie, S.P. (2009). Developing professional expertise with a cognitive apprenticeship model: Examples from avionics and medicine. In K.A. Ericsson (Ed.), Development of professional expertise. New York: Cambridge University Press.
116. Lajoie, S.P., Azevedo, R., & Fleiszer, D.M. (1998). Cognitive tools for assessment and learning in a high information flow environment. Journal of Educational Computing Research, 18, 205-235.
117. Lazonder, A.W., Hagemans, M.G., & De Jong, T. (2010). Offering and discovering domain information in simulation-based inquiry learning. Learning and Instruction, 20, 511-520.
118. Lee, H., Plass, J.L., & Homer, B.C. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 98(4), 902-913.
119. Lee, S., & Lee, Y.H.K. (1991). Effects of learner-control versus program control strategies on computer-aided learning of chemistry problems: For acquisition or review? Journal of Educational Psychology, 83, 491-498.
120. LeFevre, J.A., & Dixon, P. (1986). Do written instructions need examples? Cognition and Instruction, 3, 1-30.
121. 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.
122. Lehman, S., Schraw, G., McCrudden, M.T., & Hartley, K. (2007). Processing and recall of seductive details in scientific text. Contemporary Educational Psychology, 32, 569-587.
123. Lester, J.C., Towns, S.G., Callaway, C.B., Voerman, J.L., & Fitzgerald, P.J. (2000). Deictic and emotive communication in animated pedagogical agents. In J. Cassell, J. Sullivan, S. Prevost, & E. Churchill (Eds.), Embodied conversational agents (pp. 123-154). Cambridge, MA: MIT Press.
124. Lim, J., Reiser, R.A., & Olina, Z. (2009). The effects of part-task and wholetask instructional approaches on acquisition and transfer of a complex cognitive skill. Educational Technology Research & Development, 57, 61-77.
125. Linek, S.B., Gerjets, P., & Scheiter, K. (2010). The speaker/gender effect: Does the speaker's gender matter when presenting auditory text in multimedia messages? Instructional Science, 38, 503-521.
126. Lorch, R.F., Jr., Lorch, E.P., Ritchey, K., McGovern, L., & Coleman, D. (2001). Effects of headings on text summarization. Contemporary Educational Psychology, 26, 171-191.
127. Lou, Y., Abrami, P.C., & d'Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71, 449-521.
128. Louwerse, M.M., Graesser, A.C., McNamara, D.S., & Lu, S. (2009). Embodied conversational agents as conversational partners. Applied Cognitive Psychology, 23(9), 1244-1255.
129. Low, R., & Sweller, J. (2005). The modality effect in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 147-158). New York: Cambridge University Press.
130. Lusk, M.M., & Atkinson, R.K. (2007). Animated pedagogical agents: Does the degree of embodiment impact learning from static or animated worked examples? Applied Cognitive Psychology, 21, 747-764.
131. Malone, T.W., & Lepper, M.R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R.E. Snow & M.J. Farr (Eds.), Aptitude, learning and instruction. Mahwah, NJ: Lawrence Erlbaum Associates.
132. Mautone, P.D., & Mayer, R.E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 81, 240-246.
133. Mayer, R.E. (1989a). Models for understanding. Review of Educational Research, 59, 43-64.
134. Mayer, R.E. (1989b). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240-246.
135. Mayer, R.E. (1993). Illustrations that instruct. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 4; pp. 253-284). Mahwah, NJ: Lawrence Erlbaum Associates.
136. Mayer, R.E. (2001a). Multimedia learning. New York: Cambridge University Press.
137. Mayer, R.E. (2001b). Cognitive constraints on multimedia learning: When presenting more material results in less learning. Journal of Educational Psychology, 93, 187-198.
138. Mayer, R.E. (2003). Learning and instruction. Upper Saddle River, NJ: Merrill Prentice Hall.
139. Mayer, R.E. (2004). Should there be a three-strikes rule against pure discovery learning: The case for guided methods of instruction. American Psychologist, 59(1), 14-19.
140. Mayer, R.E. (Ed.). (2005a). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
141. Mayer, R.E. (2005b). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 183-200). New York: Cambridge University Press.
142. Mayer, R.E. (2005c). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 147-158). New York: Cambridge University Press.
143. Mayer, R.E. (2005d). Principles based on social cues: Personalization, voice, and image principles. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 201-212). New York: Cambridge University Press.
144. Mayer, R.E. (2007). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
145. Mayer, R.E. (2008). Research-based guidelines for multimedia instruction. In D.A. Boehm-Davis (Ed.), Review of human factors and ergonomics (Vol. 3; pp. 127-147). Santa Monica, CA: Human Factors and Ergonomics Society.
146. Mayer, R.E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
147. Mayer, R.E. (2011a). Applying the science of learning. Upper Saddle River, NJ: Pearson.
148. Mayer, R.E. (2011b). Multimedia learning and games. In S. Tobias & D. Fletcher (Eds.), Computer games and instruction. (pp. 281-305). Greenwich, CT: Information Age Publishers.
149. Mayer, R.E., & Alexander, P.A. (2011). Handbook of research on learning and instruction. New York: Routledge.
150. Mayer, R.E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
151. Mayer, R.E., & Anderson, R.B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452.
152. Mayer, R.E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64-73.
153. Mayer, R.E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390-397.
154. Mayer, R.E., Deleeuw, K.E., & Ayres, P. (2007). Creating retroactive and proactive interference in multimedia learning. Applied Cognitive Psychology, 21, 795-809.
155. Mayer, R.E., Dow, G., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agentbased microworlds? Journal of Educational Psychology, 95, 806-813.
156. Mayer, R.E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96, 389-395.
157. Mayer, R.E., & Gallini, J.K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 88, 64-73.
158. Mayer, R.E., Griffin, E., Jurkowitz, I.T., & Rothman, D. (2008). Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of Experimental Psychology: Applied, 14, 329-339.
159. 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, 256-265.
160. Mayer, R.E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198.
161. Mayer, R.E., & Jackson, J. (2005). The case for coherence in scientific explanations: Quantitative details can hurt qualitative understanding. Journal of Experimental Psychology: Applied, 11, 13-18.
162. Mayer, R.E., & Johnson, C.I. (2010). Adding instructional features that promote learning in a game-like environment. Journal of Educational Computing Research, 42, 241-265.
163. Mayer, R.E., & Johnson, C.I. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100, 380-386.
164. Mayer, R.E., Johnson, L., Shaw, E., & Sandhu, S. (2006). Constructing computer-based tutors that are socially sensitive: Politeness in educational software. International Journal of Human Computer Studies, 64, 36-42.
165. Mayer, R.E., & Johnson, C.I. (2010). Adding instructional features that promote learning in a game-like environment. Journal of Educational Computing Research, 42, 241-265.
166. Mayer, R.E., Mathias, A., & Wetzell, K. (2002). Fostering understanding of multimedia messages through pretraining: Evidence for a two-stage theory of mental model construction. Journal of Experimental Psychology: Applied, 8, 147-154.
167. Mayer, R.E., Mautone, P., & Prothero, W. (2002). Pictorial aids for learning by doing in a multimedia geology simulation game. Journal of Educational Psychology, 94(1), 171-185.
168. Mayer, R.E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual coding hypothesis. Journal of Educational Psychology, 83, 484-490.
169. Mayer, R.E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52.
170. Mayer, R.E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91, 638-643.
171. Mayer, R.E., & Sims, V. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.
172. Mayer, R.E., Sims, V., & Tajika, H. (1995). A comparison of how textbooks teach mathematical problem solving in Japan and the United States. American Educational Research Journal, 32, 443-460.
173. Mayer, R.E., Sobko, K., & Mautone, P.D. (2003). Social cues in multimedia learning: Role of speaker's voice. Journal of Educational Psychology, 95, 419-425.
174. Mayer, R.E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-43.
175. McCrudden, M.T., Schraw, G., & Lehman, S. (2009). The use of adjunct displays to facilitate comprehension of causal relationships in expository text. Instructional Science, 37, 65-86.
176. McCrudden, M.T., Schraw, G., Lehman, S., & Poliquin, A. (2007). The effect of causal diagrams on text learning. Contemporary Educational Psychology, 32, 367-388.
177. McGill, L., Nicol, D., Littlejohn, A., Gierson, H., Juster, N., & Ion, W.J. (2005). Creating an information-rich learning environment to enhance design student learning: Challenges and approaches. British Jounal of Educational Technology, 36(4), 629-642.
178. McLaren, B.M., DeLeeuw, K.E., & Mayer, R.E. (2011). A politeness effect in learning with web-based intelligent tutors. International Journal of Human Computer Studies, 69, 70-79.
179. Micas, I.C., & Berry, D. (2000). Learning a procedural task: Effectiveness of multimedia presentations. Applied Cognitive Psychology, 14, 555-575.
180. Moos, D.C., & Azevedo, R. (2008). Self-regulated learning with hypermedia: The role of prior domain knowledge. Contemporary Educational Psychology, 33(2), 270-298.
181. Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32, 99-113.
182. Moreno, R. (2005). Multimedia learning with animated pedagogical agents. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 507-524). New York: Cambridge University Press.
183. Moreno, R. (2007). Optimizing learning from animations by minimizing cognitive load: Cognitive and affective consequences of signaling and segmentation methods. Applied Cognitive Psychology, 21, 765-781.
184. Moreno, R. (2009). Learning from animated classroom exemplars: The case for guiding student teachers' observations with metacognitive prompts. Educational Research and Evaluation, 15, 487-501.
185. Moreno, R., & Flowerday, T. (2006). Students' choice of animated pedagogical agents in science learning: A test of the similarity-attraction hypothesis on gender and ethnicity. Contemporary Educational Psychology, 31, 186-207.
186. Moreno, R., & Mayer, R.E. (1999a). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
187. Moreno, R., & Mayer, R.E. (1999b). Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction, 17, 215-248.
188. Moreno, R., & Mayer, R.E. (2000a). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117-125.
189. Moreno, R., & Mayer, R.E. (2000b). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 93, 724-733.
190. Moreno, R., & Mayer, R.E. (2002a). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 156-163.
191. Moreno, R., & Mayer, R.E. (2002b). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94, 598-610.
192. Moreno, R., & Mayer, R.E. (2004). Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96, 165-173.
193. Moreno, R., & Mayer, R.E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97, 117-128.
194. Moreno, R., & Mayer, R.E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326.
195. Moreno, R., & Mayer, R.E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97(1), 117-128.
196. Moreno, R., Mayer, R.E., Spires, H., & Lester, J. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177-214.
197. Moreno, R., & Ortegano-Layne, L. (2008). Using cases as thinking tools in teacher education: The role of representation format. Educational Technology Research and Development, 56, 449-465.
198. Moreno, R., & Valdez, A. (2007). Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format. Journal of Educational Psychology, 99, 194-206.
199. Nass, C., & Brave, S. (2005). Wired for speech: How voice activates and advances the human-computer relationship. Cambridge, MA: MIT Press.
200. National Research Council. (1994). Illusions of comprehension, competence, and remembering. In D. Druckman & R.A. Bjork (Eds.), Learning, remembering, believing. Washington, DC: National Academy Press.
201. NCube, L.B. (2010). A simulation of lean manufacturing: The lean lemonade tycoon 2. Simulation & Gaming, 41, 568-586.
202. Niederhauser, D.S., Reynolds, R.E., Salmen, D.J., & Skolmoski, P. (2000). The influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23, 237-255.
203. Nilsson, R.M., & Mayer, R.E. (2002). The effects of graphic organizers giving cues to the structure of a hypertext document on users' navigation strategies and performance. International Journal of Human-Computer Studies, 57, 1-26.
204. Nolen, S. (1995). Effects of a visible author in statistical texts. Journal of Educational Psychology, 87, 47-65.
205. Nussbaum, E.M. (2005). The effect of goal instructions and need for cognition on interactive argumentation. Contemporary Educational Psychology, 30(3), 286-313.
206. Nussbaum, E.M., & Kardash, C.M. (2005). The effects of goal instructions and text on the generation of counter-arguments during writing. Journal of Educational Psychology, 97(2), 157-169.
207. Ollerenshaw, A., Aidman, E., & Kidd, G. (1997). Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style, and multimedia illustrations on text comprehension. International Journal of Instructional Media, 24, 227-238.
208. O'Neil, H.F., & Perez, R.S. (2008). Computer games and team and individual learning. Oxford, UK: Elsevier.
209. O'Neil, H.F. (2005). What works in distance learning: Guidelines. Greenwich, CT: Information Age Publishing.
210. O'Neil, H.F., Mayer, R.E., Herl, H.E., Niemi, C., Olin, K., & Thurman, R.A. (2000). Instructional strategies for virtual aviation training environments. In H.F. O'Neil & D.H. Andrews (Eds.), Aircrew training and assessment (pp. 105-130). Mahwah, NJ: Lawrence Erlbaum Associates.
211. Paas, F.G.W.C., & van Merrienboer, J.J.G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 351-371.
212. Pashler, H., Bain, P., Bottage, B., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning. Washington, DC: National Center for Educational Research, Institute of Education Sciences.
213. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.
214. Paxton, R. (2002). The influence of author visibility on high school students solving a historical problem. Cognition and Instruction, 20, 197-248.
215. Phye, G.D., Robinson, D.H., & Levin, J. (Eds.). (2005). Empirical methods for evaluating educational interventions. San Diego: Elsevier.
216. Plant, E.A., Ericsson, K.A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96-116.
217. Pociask, F.D., & Morrison, G.R. (2008). Controlling split attention and redundancy in physical therapy instruction. Educational Technology Research and Development, 56, 379-399.
218. Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61-86.
219. Potelle, H., & Rouet, J.F. (2003). Effects of content representation and readers' prior knowledge on the comprehension of hypertext. International Journal of Human Computer Studies, 58, 327-345.
220. Prichard, J.S., Bizo, L.A., & Stratford, R.J. (2006). The educational impact of team-skills training: Preparing students to work in groups. British Journal of Educational Psychology, 76, 119-140.
221. Quilici, J.L., & Mayer, R.E. (1996). Role of examples in how students learn to categorize statistics word problems. Journal of Educational Psychology, 88(1), 144-161.
222. Ransdell, S.E., & Gilroy, L. (2001). The effects of background music on word proceeded writing. Computers in Human Behavior, 17, 141-148.
223. Rawson, K.A., & Kintsch, W. (2005). Rereading effects depend on time of test. Journal of Educational Psychology, 97(1), 70-80.
224. Reeves, B., & Nass, C. (1996). The media equation: How people treat computers, television, and new media like real people and places. New York: Cambridge University Press.
225. Renkl, A. (2011). Instruction based on examples. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of research on learning and instruction. New York: Routledge.
226. Renkl, A. (2005). The worked-out examples principles in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
227. Renkl, A., Hilbert, T., & Schworm, S. (2009). Example-based learning in heuristic domains: A cognitive load theory account. Educational Psychology Review, 21, 67-78.
228. Renninger, K.A., Hidi, S., & Krapp. A. (1992). The role of interest in learning and development. Mahwah, NJ: Lawrence Erlbaum Associates.
229. Resta, P., & Laferriere, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19, 65-83.
230. Rey, G.D. (2011). Interactive elements for dynamically linked multiple representations in computer simulations. Applied Cognitive Psychology, 25, 12-19.
231. Rickel, J., & Johnson, L.W. (2000). Task-oriented collaboration with embodied agents in virtual worlds. In J. Cassell, J. Sullivan, S. Prevost, & E. Churchill (Eds.), Embodied conversational agents. Cambridge, MA: MIT Press.
232. Ritchhart, R., & Perkins, D.N. (2005). Learning to think: The challenges of teaching thinking. In K.J. Holyoak & R.G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning. New York: Cambridge University Press.
233. Rieber, L.P. (2005). Multimedia learning in games, simulations, and microworlds. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
234. Rieber, L.P., Tzeng, S.C., & Tribble, K. (2004). Discovery learning, representation, and explanation within a computer-based simulation: finding the right mix. Learning and Instruction, 14, 307-323.
235. Robinson, D.H. (2002). Spatial text adjuncts and learning: An introduction to the special issue. Educational Psychology Review, 14, 1-3.
236. Rohrer, D., & Taylor, K (2006). The effects of over-learning and distributed practice on the retention of mathematics knowledge. Applied Cognitive Psychology, 20, 1209-1224.
237. Rosenbaum, D.A., Carlson, R.A., & Gilmore, R.O. (2001). Acquisition of intellectual and perceptual motor skills. Annual Review of Psychology, 52, 453-470.
238. Rouet, J.F., & Potelle, H. (2005). Navigational principles in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
239. Rourke, A., & Sweller, J. (2009). The worked-example effect using illdefined problems: Learning to recognize designers' styles. Learning and Instruction, 19, 185-199.
240. Sanchez, C.A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34, 344-355.
241. Salden, R.J.C.M., Aleven, V., Schwonke, R., & Renkl, A. (2010). The expertise reversal effect and worked examples in tutored problem solving. Instructional Science, 38, 289-307.
242. Salden, R.J.C.M., Paas, F.G.W.C., Broers, N., & Van Merrienboer, J.J.G. (2004). Mental effort and performance as determinants for the dynamic selection of learning tasks in air traffic control training. Instructional Science, 32, 153-172.
243. Schar, S.G., & Zimmerman, P.G. (2007). Investigating means to reduce cognitive load from animations: Applying differentiated measures of knowledge representation. Journal of Research on Technology in Education, 40, 64-78.
244. Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19, 481-494.
245. Schmidt, H.G., Van der Molen, H.T., te Winkel, W.W.R., & Wijnen, W.H.F.W. (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involved a single medical school. Educational Psychologist, 44, 227-249.
246. Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010a). A closer look at split attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20, 100-110.
247. Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010b). Explaining the modality and contiguity effects: New insights from investigating students' viewing behavior. Applied Cognitive Psychology, 24, 226-237.
248. Schmidt, H.E., & Moust, J.H.C. (2000). Factors affecting small-group tutorial learning: A review of research. In D.H. Evensen & C.E. Hmelo (Eds.), Problem-based learning. Mahwah, NJ: Lawrence Erlbaum Associates.
249. Schnackenberg, H.L., Sullivan, H.J., Leader, L.R., & Jones, E.E.K. (1998). Learner preferences and achievement under differing amounts of learner practice. Educational Technology Research and Development, 46, 5-15.
250. Schnackenberg, H.L., & Sullivan, H.J. (2000). Learner control over full and lean computer based instruction under differing ability levels. Educational Technology Research and Development, 48, 19-35.
251. Schoenfeld, A.H. (1987). What's all the fuss about metacognition? In A. Schoenfeld (Ed.), Cognitive science and mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates.
252. Schneider, B., Carnoy, M., Kilpatrick, J., Schmidt, W.H., & Shavelson, R.J. (2007). Estimating causal effects. Washington DC. American Educational Research Association.
253. Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99, 285-296.
254. Scott, G., Leritz, L.E., & Mumford, M.D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361-388.
255. Seabrook, R., Brown, G.D., & Solity, J.E. (2005). Distributed and massed practice: From laboratory to classroom. Applied Cognitive Psychology, 19, 107-122.
256. Seufert, T., Schutze, M., & Brunken, R. (2009). Memory characteristics and modality in multimedia learning: An aptitude-treatment interaction study. Learning and Instruction, 19, 28-42.
257. Shapiro, A.M. (2005). The site map principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
258. Shapiro, A.M. (2008). Hypermedia design as learner scaffolding. Educational Technology Research & Development, 56, 29-44.
259. Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
260. Shavelson, R.J., & Towne, L. (Eds.). (2002). Scientific research in education. Washington, DC: National Academy Press.
261. Sitzmann, T., Brown, K.G., Casper, W.J., Ely, K., & Zimmerman, R.D. (2008). A review and meta-analysis of the nomological network of trainee reactions. Journal of Applied Psychology, 93, 280-295.
262. Slavin, R.E. (2011). Instruction based on cooperative learning. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of research on learning and instruction. New York: Routledge.
263. Slavin, R.E., Hurley, E.A., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and practice. In W.M. Reynolds & G.E. Miller (Eds.), Handbook of psychology: Volume 7, Educational psychology (pp. 177-198). Hoboken, NJ: John Wiley & Sons.
264. Slobada, J.A., Davidson, J.W., Howe, M.J.A., & Moore, D.G. (1996). The role of practice in the development of performing musicians. British Journal of Psychology, 87, 287-309.
265. Spector, J.M., Merrill, M.D., van Merrienboer, J.J.G., & Driscoll, M.P. (Eds.). (2008). Handbook of research on educational communications and technology (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
266. Steinberg, E.R. (1989). Cognition and learner control: A literature review, 1977-1988. Journal of Computer-Based Instruction, 16(4), 117-121.
267. Stone, N.J. (2000). Exploring the relationship between calibration and selfregulated learning. Educational Psychology Review, 4, 437-475.
268. Stull, A., & Mayer, R.E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-generated graphic organizers. Journal of Educational Psychology, 99, 808-820.
269. Suomala, J., & Shaughnessy, M.F. (2000). An interview with Richard E. Mayer: About technology. Educational Psychology Review, 12(4), 477-483.
270. Suthers, D.D., Vatrapu, R., Medina, R., Joseph, S.M., & Dwyer, N. (2008). Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments. Computers & Education, 50, 1103-1127.
271. Svetcov, D. (2000). The virtual classroom vs. the real one. Forbes, 166, 50-54.
272. Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architectures. Instructional Science, 32, 9-31.
273. Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.
274. Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load and selective attention as factors in the structuring of technical material. Journal of Experimental Psychology: General, 119, 176-192.
275. Sweller, J., & Cooper, G.A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59-89.
276. Tabbers, H.K., & de Koeijer, B. (2010). Learner control in animated multimedia instructions. Instructional Science, 38, 441-453
277. Tallent-Runnels, M.K., Thomas, J.A., Lan, W.Y., Cooper, S., Ahern, T.C., Shaw, S.M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1) 93-135.
278. Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24, 837-848.
279. Tuffiash, M., Roring, R.W., & Ericsson, K.A. (2007). Expert performance in Scrabble: Implications for the study of the structure and acquisition of complex skills. Journal of Experimental Psychology: Applied, 13, 124-134.
280. Tutty, J.I., & Klein, J.D. (2008). Computer-mediated instruction: A comparison of online and face-to-face collaboration. Educational Technology Research and Development, 56, 101-124.
281. Tversky, B., Morrison, J.B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247-262
282. Uribe, D., Klein, J.D., & Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving ill-defined problems. Educational Technology Research and Development, 51(1), 5-19.
283. Van Eck, R. (2007). Six ideas in search of a discipline. In B.E. Shelton & D. Wiley (Eds.), The design and use of simulation computer games in education (pp. 31-60). Rotterdam, The Netherlands: Sense Publishers.
284. Van Merrienboer, J.J.G., & Kester, L. (2005). The four-component instructional design model: Multimedia principles in environments for complex learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
285. Van Gog, T., Paas, F.G.W.C., & van Merrienboer, J.J.G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211-222.
286. Van Gog, T., Sluijsmans, D.M.A., Joosten-ten Brinke, D., & Prins, F.J. (2010). Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains. Educational Technology Research and Development, 58, 311-324.
287. Verkoeijen, P., & Tabbers, H. (2009). When quantitative details impair qualitative understanding of multimedia lesson. Educational Psychology, 29, 269-278.
288. Violato, C., & Lockyer, J. (2006). Self and peer assessment of pediatricians, psychiatrists, and medicine specialists: Implications for self-directed learning. Advances in Health Sciences Education, 11, 235-244.
289. Walczyk, J.J., & Hall, V.C. (1989). Effects of examples and embedded questions on the accuracy of comprehension self-assessments. Journal of Educational Psychology, 81, 435-437.
290. Wang, N., Johnson, W.L., Mayer, R.E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human Computer Studies, 66, 98-112.
291. Wang, N., Johnson, L., Mayer, R.E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning gains. In C. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Artificial intelligence in education: Supporting learning through intelligent and socially informed technology (pp. 868-693). Amsterdam: IOS Press.
292. Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G.A., Paas, F.G.W.C., & Sweller, J. (2009). Instructional animations can be superior to statics when learning human motor skills. Computers in Human Behavior, 25, 339-347.
293. Wouters, P., Paas, F.G.W.C., & Van Merrienboer, J.J.G. (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 78, 645-675.
294. Yeh, K.H., & She, H.C. (2010). Online synchronous scientific argumentation learning: Nurturing students' argumentation ability and conceptual change in science context. Computers and Education, 55, 586-602.
295. Yetter, G., Gutkin, T.B., Saunders, A., Galloway, A.M., Sobansky, R.R., & Song, S.Y. (2006). Unstructured collaboration versus individual practice for complex problem solving: A cautionary tale. Journal of Experimental Education, 74(2), 137-159.
296. Young, J.D. (1996). The effect of self-regulated learning strategies on performance in learner controlled computer-based instruction. Educational Technology Research and Development, 44, 17-27.