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Cited by

• 1996Using multiple sources of evidence to reason about history.287 cited
• 2004A Framework for Understanding Teaching With the Internet223 cited
• 2007Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?198 cited
• 2000The Design of Hypermedia Tools for Learning: Fostering Conceptual Change and Transfer of Complex Scientific Knowledge175 cited
• 2003Effects of content representation and readers’ prior knowledge on the comprehension of hypertext169 cited
• 2008Effects of a metacognitive support device in learning environments158 cited
• 2009Learner Performance in Multimedia Learning Arrangements: An Analysis Across Instructional Approaches158 cited
• 2009The influence of leads on cognitive load and learning in a hypertext environment151 cited
• 2009Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered146 cited
• 2006Effects of Reflection Prompts When Learning with Hypermedia137 cited
• 2017Cognitive Affective Engagement Model of Multiple Source Use135 cited
• 2007The Impact of Presentation Format, Task Assignment, and Prior Knowledge on Students' Comprehension of Multiple Online Documents135 cited
• 2004Thinking like a Historian: College Students' Reading of Multiple Historical Documents