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The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions
16 references·2 citing·41 second hop
The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions (2009)The educational value of visual cues and …Instructional animation versus static pictures: A meta-analysis (2007)Instructional animation versu…Meta-analysis of the modality effect (2005)Meta-analysis of the modality…Multimedia instructions and cognitive load theory: Effects of modality and cueing (2004)Multimedia instructions and c…Exploring visuospatial thinking in chemistry learning (2004)Exploring visuospatial thinki…The Expertise Reversal Effect (2003)The Expertise Reversal EffectConstruction and interference in learning from multiple representation (2003)Construction and interference…Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Measurement as…Multimedia Learning (2002)Multimedia LearningCognitive load theory: implications of cognitive load theory on the design of learning (2002)Cognitive load theory: implic…Multimedia Learning (2001)Multimedia LearningIncorporating learner experience into the design of multimedia instruction. (2000)Incorporating learner experie…Managing split-attention and redundancy in multimedia instruction (1999)Managing split-attention and …Why Some Material Is Difficult to Learn (1994)Why Some Material Is Difficul…For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. (1994)For whom is a picture worth a…Human Mental Workload (1988)Human Mental WorkloadDevelopment of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research (1988)Development of NASA-TLX (Task…Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations (2021)Is a Preference for Realism R…The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load (2020)The realism paradox: Realism …Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Architecture and Instructional Design (1998)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Interactive Multimodal Learning Environments (2007)Cognitive load theory in health professional education: design principles and strategies (2009)Cognitive load theory, educational research, and instructional design: some food for thought (2009)The file drawer problem and tolerance for null results. (1979)Statistical Methods for Meta-Analysis (1988)Practical Meta-Analysis (2000)An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2011)The learning effects of computer simulations in science education (2011)Variables associated with achievement in higher education: A systematic review of meta-analyses. (2017)Cognitive Load Theory and the Format of Instruction (1991)Cognitive principles of multimedia learning: The role of modality and contiguity. (1999)The Systematic Design of Instruction (2006)Strategies of Discourse Comprehension (1985)Mental Representations: A Dual Coding Approach (1986)Working Memory (1992)An Integrated Model of Text and Picture Comprehension (2005)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)Digital support for student engagement in blended learning based on self-determination theory (2021)Human cognitive abilities a survey of factor-analytic studies (2004)Applying the science of learning: Evidence-based principles for the design of multimedia instruction. (2008)Imagery and Verbal Processes (2013)Judgment under Uncertainty: Heuristics and Biases (1974)Judgment under Uncertainty: Heuristics and Biases (1975)Telling more than we can know: Verbal reports on mental processes. (1977)The Out-of-the-Loop Performance Problem and Level of Control in Automation (1995)Nasa-Task Load Index (NASA-TLX); 20 Years Later (2006)Measuring neurophysiological signals in aircraft pilots and car drivers for the assessment of mental workload, fatigue and drowsiness (2012)Generative Processes of Comprehension (1989)Cognition and instruction: Their historic meeting within educational psychology. (1992)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Towards a general theory of driver behaviour (2005)A Reconsideration of Cognitive Load Theory (2007)State of science: mental workload in ergonomics (2014)Cognitive Theory of Multimedia Learning (2014)
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References

  • 1988Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research15,045 cited
  • 2002Multimedia Learning7,764 cited
  • 2003Cognitive Load Measurement as a Means to Advance Cognitive Load Theory2,525 cited
  • 2001Multimedia Learning2,301 cited
  • 2003The Expertise Reversal Effect1,925 cited
  • 1994Why Some Material Is Difficult to Learn1,453 cited
  • 1994For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.1,188 cited
  • 2007Instructional animation versus static pictures: A meta-analysis992 cited
  • 1988Human Mental Workload954 cited
  • 2003Construction and interference in learning from multiple representation941 cited
  • 1999Managing split-attention and redundancy in multimedia instruction933 cited
  • 2002Cognitive load theory: implications of cognitive load theory on the design of learning916 cited
  • 2004Exploring visuospatial thinking in chemistry learning637 cited
  • 2005Meta-analysis of the modality effect547 cited
  • 2000Incorporating learner experience into the design of multimedia instruction.499 cited

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2004
Multimedia instructions and cognitive load theory: Effects of modality and cueing
478 cited

Cited by

  • 2020The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load50 cited
  • 2021Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations42 cited