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The effect of static and animated visualization: a perspective of instructional effectiveness and efficiency
16 references·0 citing·40 second hop
The effect of static and animated visualization: a perspective of instructional effectiveness and efficiency (2009)The effect of static and animated visuali…Handbook of Reading Research (2016)Handbook of Reading ResearchThe Psychology of Science Text Comprehension (2014)The Psychology of Science Tex…Optimising learning from animations by minimising cognitive load: cognitive and affective consequences of signalling and segmentation methods (2007)Optimising learning from anim…Learner control, cognitive load and instructional animation (2007)Learner control, cognitive lo…Attention cueing as a means to enhance learning from an animation (2007)Attention cueing as a means t…Dynamic visualizations and learning: getting to the difficult questions (2004)Dynamic visualizations and le…The Roles of Mental Animations and External Animations in Understanding Mechanical Systems (2003)The Roles of Mental Animation…Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Measurement as…Multimedia Learning (2002)Multimedia LearningMultimedia Learning (2001)Multimedia LearningThe Instructional Effect of Feedback in Test-Like Events (1991)The Instructional Effect of F…Handbook of reading research (1991)Handbook of reading researchAnimation, incidental learning, and continuing motivation. (1991)Animation, incidental learnin…A schema-theoretic view of basic processes in reading comprehension (1988)A schema-theoretic view of ba…Feedback in Written Instruction (1977)Feedback in Written Instructi…Training research and education (1962)Training research and educati…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)Effects of Knowledge of Performance: A Survey and Tentative Theoretical Formulation (1956)The Analysis of Behavior (1964)Review Lecture - The technology of teaching (1965)Feedback in written instruction: The place of response certitude (1989)FOCUS ON FORMATIVE FEEDBACK (2007)Feedback research revisited. (2013)The role of expectations and attributions in the alleviation of learned helplessness. (1975)Meta-analysis in social research (1982)Handbook of research on teaching (1986)The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis (2004)What is assessment for learning? (2011)The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020)Generative Processes of Comprehension (1989)Cognition and instruction: Their historic meeting within educational psychology. (1992)Working Memory (1992)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)A Model of School Learning (1963)A Working Model of Skill Acquisition with Application to Teaching (1972)A history of instructional design and technology: Part II: A history of instructional design (2001)Supporting coherence formation in learning from multiple representations (2003)The Animation and Interactivity Principles in Multimedia Learning (2005)Scientific argument and explanation: A necessary distinction? (2011)Current Developments in Second Language Reading Research (1991)Assessing students' metacognitive awareness of reading strategies. (2002)Effective Practices for Developing Reading Comprehension (2009)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The simple view of reading (1990)Improving Students’ Learning With Effective Learning Techniques (2013)The Expertise Reversal Effect (2003)Interactive Multimodal Learning Environments (2007)Cognitive Theory of Multimedia Learning (2014)The Impact of Classroom Evaluation Practices on Students (1988)How literacy in its fundamental sense is central to scientific literacy (2003)School Engagement: Potential of the Concept, State of the Evidence (2004)
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References

  • 2002Multimedia Learning7,764 cited
  • 1991Handbook of reading research6,847 cited
  • 2003Cognitive Load Measurement as a Means to Advance Cognitive Load Theory2,525 cited
  • 2001Multimedia Learning2,301 cited
  • 1991The Instructional Effect of Feedback in Test-Like Events1,313 cited
  • 1988A schema-theoretic view of basic processes in reading comprehension1,199 cited
  • 2016Handbook of Reading Research1,147 cited
  • 1977Feedback in Written Instruction571 cited
  • 2014The Psychology of Science Text Comprehension534 cited
  • 1962Training research and education473 cited
  • 2003The Roles of Mental Animations and External Animations in Understanding Mechanical Systems403 cited
  • 2007Learner control, cognitive load and instructional animation375 cited
  • 2004Dynamic visualizations and learning: getting to the difficult questions331 cited
  • 2007Optimising learning from animations by minimising cognitive load: cognitive and affective consequences of signalling and segmentation methods312 cited
  • 1991Animation, incidental learning, and continuing motivation.289 cited
  • 2007

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Attention cueing as a means to enhance learning from an animation
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