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Designing Educationally Effective Algorithm Visualizations
7 references·3 citing·48 second hop
Designing Educationally Effective Algorithm Visualizations (2002)Designing Educationally Effective Algorit…Multimedia design for communication of dynamic information (2002)Multimedia design for communi…Evaluating animations as student aids in learning computer algorithms (1999)Evaluating animations as stud…On designing comprehensible interactive hypermedia manuals (1998)On designing comprehensible i…Learning theory in practice: case studies of learner-centered design (1996)Learning theory in practice: …External cognition: how do graphical representations work? (1996)External cognition: how do gr…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…When does higher degree of interaction lead to higher learning in visualizations? Exploring the role of ‘Interactivity Enriching Features’ (2014)When does higher degree of in…Using educational games and simulation software in a computer science course: learning achievements and student flow experiences (2014)Using educational games and s…The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures (2009)The acquisition of problem-so…The role of knowledge in discourse comprehension: A construction-integration model. (1988)Eliciting self-explanations improves understanding, (1994)Static and animated presentations in learning dynamic mechanical systems (2008)The role of spatial ability in learning from instructional animations – Evidence for an ability-as-compensator hypothesis (2010)How a picture facilitates the process of learning from text: Evidence for scaffolding (2013)The Role of interest in Learning and Development (2014)THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)Situated Cognition and the Culture of Learning (1989)The fifth discipline, the art and practice of the learning organization (1991)Interaction Design and Children (2007)An Integrated Approach for Modeling Learning Patterns of Students in Web-Based Instruction (2008)How media choice affects learner interactions in distance learning classes (2014)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)A Revision of Bloom's Taxonomy: An Overview (2002)Research Methods in Education (2007)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Flow: the psychology of optimal experience (1990)A power primer. (1992)Flow Experience as a Quality Measure in Evaluating Physically Activating Collaborative Serious Games (2014)Dynamic visualization by GeoGebra for mathematics learning: a meta-analysis of 20 years of research (2023)Strategies of Discourse Comprehension (1985)For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. (1994)What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation (2005)Learner control in animated multimedia instructions (2009)Cueing complex animations: Does direction of attention foster learning processes? (2011)What the Mind’s Eye Tells the Mind’s Brain: A Critique of Mental Imagery (1973)Mental Models (1983)The Transfer of Scientific Principles Using Concrete and Idealized Simulations (2004)Visualizing Geospatial Information Uncertainty: What We Know and What We Need to Know (2005)Drawing to Learn in Science (2011)Mental Representations: A Dual Coding Approach (1986)Visualizing Seismic Risk and Uncertainty (2008)Analysis of Interactive Features Designed to Enhance Learning in an Ebook (2015)Human Problem Solving (1972)The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra (1985)Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. (1994)Information comparisons in example-based hypermedia environments: supporting learners with processing prompts and an interactive comparison tool (2007)Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations (2013)Effects of Variation and Prior Knowledge on Abstract Concept Learning (2015)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Implications for educational practice of the science of learning and development (2019)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Where's the evidence that active learning works? (2006)Metacognition, Motivation, and Understanding (2026)
this work references cited by second hop

References

  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 1996External cognition: how do graphical representations work?1,065 cited
  • 1999Evaluating animations as student aids in learning computer algorithms255 cited
  • 1996Learning theory in practice: case studies of learner-centered design194 cited
  • 2002Multimedia design for communication of dynamic information165 cited
  • 1998On designing comprehensible interactive hypermedia manuals133 cited

Cited by

  • 2009The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures68 cited
  • 2014When does higher degree of interaction lead to higher learning in visualizations? Exploring the role of ‘Interactivity Enriching Features’41 cited
  • 2014Using educational games and simulation software in a computer science course: learning achievements and student flow experiences37 cited

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