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Cited by

• 1996Spatial Abilities and the Effects of Computer Animation on Short-Term and Long-Term Comprehension130 cited
• 1998Supporting simulation-based learning; the effects of model progression and assignments on definitional and intuitive knowledge127 cited
• 1992Selective use of animation and feedback in computer-based instruction120 cited
• 2002Principles for using animation in computer-based instruction: theoretical heuristics for effective design120 cited
• 1999The integration of computer simulation and learning support: An example from the physics domain of collisions110 cited
• 1996Assessing dynamics in computer-based instruction94 cited
• 1996Animation as feedback in a computer-based simulation: Representation matters90 cited
• 2004The effects of discovery learning and expository instruction on the acquisition of definitional and intuitive knowledge89 cited
• 1996Assessing the Impact of Computer-Based Learning in Science89 cited
• 1996Measuring intuitive knowledge in science: The development of the what-if test83 cited
• 2020A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned77 cited
• 1995To Teach or Not to Teach? Comparing the Use of Computer-Based Simulations in Deductive versus Inductive Approaches to Learning with Adults in Science72 cited