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Does cognitive load moderate the seductive details effect? A multimedia study
16 references·16 citing·29 second hopsampled
Does cognitive load moderate the seductive details effect? A multimedia study (2010)Does cognitive load moderate the seductiv…The Role of interest in Learning and Development (2014)The Role of interest in Learn…Implications of Cognitive Load Theory for Multimedia Learning (2014)Implications of Cognitive Loa…Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction (2007)Expertise Reversal Effect and…The Cambridge handbook of multimedia learning (2006)The Cambridge handbook of mul…Implications of Cognitive Load Theory for Multimedia Learning (2005)Implications of Cognitive Loa…The Expertise Reversal Effect (2003)The Expertise Reversal EffectCognitive Load Theory and Instructional Design: Recent Developments (2003)Cognitive Load Theory and Ins…Cognitive constraints on multimedia learning: When presenting more material results in less understanding. (2001)Cognitive constraints on mult…Cognitive principles of multimedia learning: The role of modality and contiguity. (1999)Cognitive principles of multi…How seductive details do their damage: A theory of cognitive interest in science learning. (1998)How seductive details do thei…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. (1998)A split-attention effect in m…Why Some Material Is Difficult to Learn (1994)Why Some Material Is Difficul…Working Memory (1992)Working MemoryTraining strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. (1992)Training strategies for attai…Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory and the…Keep it Coherent: A Meta-Analysis of the Seductive Details Effect (2020)Keep it Coherent: A Meta-Anal…Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis (2019)Trends and issues in multimed…The Influence of Background Music on Learning in the Light of Different Theoretical Perspectives and the Role of Working Memory Capacity (2017)The Influence of Background M…Measurement of cognitive load in multimedia learning: a comparison of different objective measures (2017)Measurement of cognitive load…Interest development: Arousing situational interest affects the growth trajectory of individual interest (2017)Interest development: Arousin…Differentiating Different Types of Cognitive Load: a Comparison of Different Measures (2017)Differentiating Different Typ…Decorative pictures and emotional design in multimedia learning (2016)Decorative pictures and emoti…Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2015)Instructor Clarity and Studen…The Rhythm Method: A New Method for Measuring Cognitive Load—An Experimental Dual‐Task Study (2014)The Rhythm Method: A New Meth…Flipped Classroom Versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity (2014)Flipped Classroom Versus Trad…Cognitive and affective effects of seductive details in multimedia learning (2014)Cognitive and affective effec…Cognitive and affective processes in multimedia learning (2013)Cognitive and affective proce…Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments (2012)Triggering situational intere…Verbal redundancy in multimedia learning environments: A meta-analysis. (2011)Verbal redundancy in multimed…Contemporary cognitive load theory research: The good, the bad and the ugly (2010)Contemporary cognitive load t…Cognitive load theory and multimedia learning, task characteristics and learning engagement: The Current State of the Art (2010)Cognitive load theory and mul…Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Multimedia Learning (2002)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)Interest and effort in education. (1913)Cognition and instruction: Their historic meeting within educational psychology. (1992)What Good Are Positive Emotions? (1998)Handbook of Positive Psychology (2001)Positive Emotions Broaden and Build (2013)Self-explanations: How students study and use examples in learning to solve problems (1989)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)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)Mental Representations: A Dual Coding Approach (1986)The promise of multimedia learning: using the same instructional design methods across different media (2003)Learning science in informal environments : people, places, and pursuits (2009)Handbook of Research on Educational Communications and Technology (2013)Working Memory (1974)Individual differences in working memory and reading (1980)Phonological memory deficits in language disordered children: Is there a causal connection? (1990)Interactive Multimodal Learning Environments (2007)Cognitive Theory of Multimedia Learning (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Cognitive load theory, learning difficulty, and instructional design (1994)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Focus on Formative Feedback (2008)The Systematic Design of Instruction (2006)
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References

  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1992Working Memory5,253 cited
  • 2003Cognitive Load Theory and Instructional Design: Recent Developments3,025 cited
  • 1991Cognitive Load Theory and the Format of Instruction2,894 cited
  • 2006The Cambridge handbook of multimedia learning2,313 cited
  • 1992Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach.2,149 cited
  • 2003The Expertise Reversal Effect1,925 cited
  • 2014The Role of interest in Learning and Development1,610 cited
  • 1999Cognitive principles of multimedia learning: The role of modality and contiguity.1,528 cited
  • 1994Why Some Material Is Difficult to Learn1,453 cited
  • 1998A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory.1,314 cited
  • 2007Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction1,055 cited
  • 2001Cognitive constraints on multimedia learning: When presenting more material results in less understanding.1,026 cited
  • 2014Implications of Cognitive Load Theory for Multimedia Learning884 cited
  • 1998How seductive details do their damage: A theory of cognitive interest in science learning.

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854 cited
  • 2005Implications of Cognitive Load Theory for Multimedia Learning742 cited
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