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Expertise reversal for different forms of instructional designs in dynamic visual representations
16 references·1 citing·24 second hop
Expertise reversal for different forms of instructional designs in dynamic visual representations (2014)Expertise reversal for different forms of…Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains (2011)Expertise Differences in the …Cognitive Load Theory (2011)Cognitive Load TheoryDesign factors for educationally effective animations and simulations (2009)Design factors for educationa…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…Principles for Managing Essential Processing in Multimedia Learning : Segmenting, Pretraining, and Modality Principles (2005)Principles for Managing Essen…Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Cognitive Load Theory and Com…The cognitive benefits of interactive videos: learning to tie nautical knots (2004)The cognitive benefits of int…Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture (2004)Instructional Design Conseque…The Roles of Mental Animations and External Animations in Understanding Mechanical Systems (2003)The Roles of Mental Animation…The Expertise Reversal Effect (2003)The Expertise Reversal EffectNine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Nine Ways to Reduce Cognitive…Incorporating learner experience into the design of multimedia instruction. (2000)Incorporating learner experie…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)The magical number seven, plu…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The magical number seven, plu…Top-down and bottom-up guidance in comprehension of schematic football diagrams (2016)Top-down and bottom-up guidan…Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014)Cognitive load theory and educational technology (2019)Multimedia Learning (2002)Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning (2016)The relationship between gaze behavior, expertise, and performance: A systematic review. (2019)Fixation duration and the learning process: an eye tracking study with subtitled videos (2020)Mental Representations: A Dual Coding Approach (1986)Generative Processes of Comprehension (1989)Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Principles of Instructional Design (1974)EXPERIMENTAL PSYCHOLOGY (1940)Working Memory (1974)Interactive Multimodal Learning Environments (2007)Cognitive Theory of Multimedia Learning (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)A scaling method for priorities in hierarchical structures (1977)How to make a decision: The analytic hierarchy process (1990)The theory of planned behavior (1991)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)Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)
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References

  • 1956The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,773 cited
  • 1994The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,161 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 2011Cognitive Load Theory4,841 cited
  • 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning4,199 cited
  • 2006The Cambridge handbook of multimedia learning2,313 cited
  • 2005Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions2,204 cited
  • 2003The Expertise Reversal Effect1,925 cited
  • 2007Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction1,055 cited
  • 2011Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains713 cited
  • 2000Incorporating learner experience into the design of multimedia instruction.499 cited
  • 2004The cognitive benefits of interactive videos: learning to tie nautical knots472 cited
  • 2004Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture470 cited
  • 2003The Roles of Mental Animations and External Animations in Understanding Mechanical Systems403 cited

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  • 2005Principles for Managing Essential Processing in Multimedia Learning : Segmenting, Pretraining, and Modality Principles290 cited
  • 2009Design factors for educationally effective animations and simulations248 cited
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    • 2016Top-down and bottom-up guidance in comprehension of schematic football diagrams39 cited