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When are powerful learning environments effective? The role of learner activities and of students’ conceptions of educational technology
16 references·16 citing·38 second hopsampled
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References

  • 1975Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research36,736 cited
  • 1989User Acceptance of Computer Technology: A Comparison of Two Theoretical Models25,696 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 2002Multimedia Learning7,764 cited
  • 2003The Uses of Argument7,099 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1983Mental Models5,181 cited
  • 1997Handbook of educational psychology4,825 cited
  • 1970Forms of Intellectual and Ethical Development in the College Years; A Scheme4,197 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,674 cited
  • 2013Handbook of Educational Psychology3,212 cited
  • 2013Handbook of Research on Educational Communications and Technology2,732 cited
  • 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?2,525 cited
  • 1986A taxonomy of problem‐based learning methods2,301 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1990

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Effects of beliefs about the nature of knowledge on comprehension.
2,215 cited

Cited by

  • 2007Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis116 cited
  • 2019Animating student engagement: The impacts of cartoon instructional videos on learning experience111 cited
  • 2009The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning87 cited
  • 2021Lernen und Lehren mit digitalen Medien: Eine Standortbestimmung85 cited
  • 2015Assessing the Flipped Classroom in Operations Management: A Pilot Study80 cited
  • 2012Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic74 cited
  • 2017Multiple Representations in Physics and Science Education – Why Should We Use Them?71 cited
  • 2007Information comparisons in example-based hypermedia environments: supporting learners with processing prompts and an interactive comparison tool68 cited
  • 2015The Effects of Social Cue Principles on Cognitive Load, Situational Interest, Motivation, and Achievement in Pedagogical Agent Multimedia Learning62 cited
  • 2022Quality beats frequency? Investigating students’ effort in learning when introducing technology in classrooms60 cited
  • 2004Learning and technologies, people and tools in co-ordinated activities57 cited
  • 2010EXAMINING THE LANGUAGE LEARNING POTENTIAL OF A TASK-BASED APPROACH TO SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION48 cited
  • 2011Can instruction as such affect learning? The case of learner control45 cited
  • 2020Junior secondary students’ acceptance and continuance of e-learning system use: a multi-group analysis across social backgrounds35 cited
  • 2008Student Technology Readiness And Its Impact On Cultural Competency34 cited
  • 2021Modeling factors affecting online learning adoption: mediating role of attitude31 cited