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Two instructional aids to optimise processing and learning from instructional explanations
16 references·7 citing·33 second hop
Two instructional aids to optimise processing and learning from instructional explanations (2013)Two instructional aids to optimise proces…Advances in Instructional Psychology (2019)Advances in Instructional Psy…Cognitive Perspectives on Peer Learning (2014)Cognitive Perspectives on Pee…Instructional Efficiency: Revisiting the Original Construct in Educational Research (2008)Instructional Efficiency: Rev…Teaching Mathematics in Seven Countries: Results From the TIMSS 1999 Video Study (2003)Teaching Mathematics in Seven…Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Measurement as…Handbook of Research on Teaching (2001)Handbook of Research on Teach…Types and qualities of knowledge (1996)Types and qualities of knowle…Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. (1994)Variability of worked example…The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures (1993)The Efficiency of Instruction…Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. (1992)Training strategies for attai…Peer interaction and learning in small groups (1989)Peer interaction and learning…Sociological Methodology 1986. (1988)Sociological Methodology 1986.The teaching of learning strategies (1986)The teaching of learning stra…Some New Results on Indirect Effects and Their Standard Errors in Covariance Structure Models (1986)Some New Results on Indirect …Handbook of research on teaching (1986)Handbook of research on teach…The Teaching of Learning Strategies. (1983)The Teaching of Learning Stra…Harnessing active engagement in educational videos: Enhanced visuals and embedded questions (2022)Harnessing active engagement …Gameful Learning for a More Sustainable World (2021)Gameful Learning for a More S…Example-based learning: should learners receive closed-book or open-book self-explanation prompts? (2020)Example-based learning: shoul…Why the Cells Look Like That – The Influence of Learning With Emotional Design and Elaborative Interrogations (2018)Why the Cells Look Like That …Animations and static pictures: The influence of prompting and time of testing (2018)Animations and static picture…Example-based learning: The benefits of prompting organization before providing examples (2016)Example-based learning: The b…Effects of Comparing Contrasting Cases on Learning From Subsequent Explanations (2015)Effects of Comparing Contrast…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)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models (1982)Confidence Limits for the Indirect Effect: Distribution of the Product and Resampling Methods (2004)Distribution of the product confidence limits for the indirect effect: Program PRODCLIN (2007)Contemporary Approaches to Assessing Mediation in Communication Research (2008)Mind, Self, and Society (2015)Human Nature and the Social Order (2017)Developmental sequence in small groups. (1965)THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Eliciting Self‐Explanations Improves Understanding (1994)Research on Cooperative Learning and Achievement: What We Know, What We Need to Know (1996)What do you mean by collaborative learning? (1999)Self-explanations: How students study and use examples in learning to solve problems (1989)Cognitive load as a factor in the structuring of technical material. (1990)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Cognitive Load Theory (2011)Cognitive Load Theory and the Format of Instruction (1991)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)School Engagement: Potential of the Concept, State of the Evidence (2004)Motivational and self-regulated learning components of classroom academic performance. (1990)Attaining Self-Regulation (2000)Self-Efficacy and Academic Motivation (1991)The Role of Goal Orientation in Self-Regulated Learning (2000)Learning by Expanding (2014)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Reconsidering research on teachers’ professional identity (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
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  • 2019Advances in Instructional Psychology2,538 cited
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506 cited
  • 1988Sociological Methodology 1986.462 cited
  • Cited by

    • 2015Effects of Comparing Contrasting Cases on Learning From Subsequent Explanations37 cited
    • 2016Example-based learning: The benefits of prompting organization before providing examples34 cited
    • 2020Example-based learning: should learners receive closed-book or open-book self-explanation prompts?34 cited
    • 2022Harnessing active engagement in educational videos: Enhanced visuals and embedded questions34 cited
    • 2018Animations and static pictures: The influence of prompting and time of testing33 cited
    • 2018Why the Cells Look Like That – The Influence of Learning With Emotional Design and Elaborative Interrogations31 cited
    • 2021Gameful Learning for a More Sustainable World24 cited