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Not the silver bullet: Learner-generated drawings make it difficult to understand broader spatiotemporal structures in complex animations
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Not the silver bullet: Learner-generated drawings make it difficult to understand broader spatiotemporal structures in complex animations (2016)Not the silver bullet: Learner-generated …The Cambridge Handbook of Multimedia Learning (2014)The Cambridge Handbook of Mul…Improving Students’ Learning With Effective Learning Techniques (2013)Improving Students’ Learning …Best practices in literacy instruction (2012)Best practices in literacy in…Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review (2010)Spatial Ability: Its Influenc…The Cambridge handbook of multimedia learning (2006)The Cambridge handbook of mul…DeFT: A conceptual framework for considering learning with multiple representations (2006)DeFT: A conceptual framework …The Split-Attention Principle in Multimedia Learning (2005)The Split-Attention Principle…The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis (2005)The Promise and Practice of L…An Integrated Model of Text and Picture Comprehension (2005)An Integrated Model of Text a…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…Animation and learning: selective processing of information in dynamic graphics (2003)Animation and learning: selec…Multimedia Learning (2002)Multimedia LearningCommentary: Towards an Integrated View of Learning from Text and Visual Displays (2002)Commentary: Towards an Integr…Handbook of educational psychology (1997)Handbook of educational psych…Dual coding theory and education (1991)Dual coding theory and educat…Cognitive Architecture and Instructional Design (1998)The episodic buffer: a new component of working memory? (2000)Foundations of Game-Based Learning (2015)Social media and loneliness: Why an Instagram picture may be worth more than a thousand Twitter words (2016)The Past, Present, and Future of the Cognitive Theory of Multimedia Learning (2024)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)Cognitive Theory of Multimedia Learning (2005)A meta-analysis of the cognitive and motivational effects of serious games. (2013)Cohesion in English (2014)Mental Models (1983)Why Some Material Is Difficult to Learn (1994)Multimedia learning: Are we asking the right questions? (1997)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)Instructional animation versus static pictures: A meta-analysis (2007)THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Drawing to Learn in Science (2011)Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games (2011)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Handbook of reading research (1991)Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Active learning increases student performance in science, engineering, and mathematics (2014)Handbook of Self-Regulation of Learning and Performance (2017)Cognitive Load Theory and the Format of Instruction (1991)Working Memory (1992)Cognitive principles of multimedia learning: The role of modality and contiguity. (1999)First principles of instruction (2002)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Cognitive Load Theory (2011)Cognitive Theory of Multimedia Learning (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Putting Education in “Educational” Apps (2015)Cognitive load theory and educational technology (2019)Interactive Multimodal Learning Environments (2007)Expectancy–Value Theory of Achievement Motivation (2000)The Power of Feedback (2007)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
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References

  • 2002Multimedia Learning8,619 cited
  • 1997Handbook of educational psychology4,850 cited
  • 2013Improving Students’ Learning With Effective Learning Techniques3,763 cited
  • 2006The Cambridge handbook of multimedia learning2,321 cited
  • 1991Dual coding theory and education2,258 cited
  • 2006DeFT: A conceptual framework for considering learning with multiple representations1,779 cited
  • 2014The Cambridge Handbook of Multimedia Learning1,624 cited
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  • 2003Animation and learning: selective processing of information in dynamic graphics582 cited
  • 2005The Split-Attention Principle in Multimedia Learning555 cited
  • 2012Best practices in literacy instruction533 cited
  • 2002Commentary: Towards an Integrated View of Learning from Text and Visual Displays508 cited
  • 2005The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis454 cited
  • 2003The Roles of Mental Animations and External Animations in Understanding Mechanical Systems415 cited
  • 2010Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review359 cited

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  • 2004Dynamic visualizations and learning: getting to the difficult questions331 cited
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