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Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations
16 references·1 citing·49 second hop
Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations (2017)Effectiveness and efficiency of adding dr…The Self-Explanation Principle in Multimedia Learning (2014)The Self-Explanation Principl…The Cambridge Handbook of Multimedia Learning (2014)The Cambridge Handbook of Mul…The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)The Knowledge‐Learning‐Instru…Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review (2010)Spatial Ability: Its Influenc…Instructional Efficiency: Revisiting the Original Construct in Educational Research (2008)Instructional Efficiency: Rev…DeFT: A conceptual framework for considering learning with multiple representations (2006)DeFT: A conceptual framework …Visualization: A Metacognitive Skill in Science and Science Education (2005)Visualization: A Metacognitiv…The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis (2005)The Promise and Practice of L…Students Becoming Chemists: Developing Representationl Competence (2005)Students Becoming Chemists: D…An Integrated Model of Text and Picture Comprehension (2005)An Integrated Model of Text a…Scaffolding students' knowledge integration: prompts for reflection in KIE (2000)Scaffolding students' knowled…Visual-spatial thinking: An aspect of science overlooked by educators (1999)Visual-spatial thinking: An a…Capturing and modeling the process of conceptual change (1994)Capturing and modeling the pr…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Intraclass correlations: Uses in assessing rater reliability. (1979)Intraclass correlations: Uses…Explicit versus implicit similarity – exploring relational conceptual understanding in organic chemistry (2019)Explicit versus implicit simi…Cognitive Architecture and Instructional Design (1998)The episodic buffer: a new component of working memory? 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References

  • 1979Intraclass correlations: Uses in assessing rater reliability.23,882 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 2006DeFT: A conceptual framework for considering learning with multiple representations1,668 cited
  • 2014The Cambridge Handbook of Multimedia Learning1,546 cited
  • 1994Capturing and modeling the process of conceptual change1,421 cited
  • 2012The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning771 cited
  • 2005An Integrated Model of Text and Picture Comprehension652 cited
  • 2000Scaffolding students' knowledge integration: prompts for reflection in KIE531 cited
  • 2005Students Becoming Chemists: Developing Representationl Competence514 cited
  • 2008Instructional Efficiency: Revisiting the Original Construct in Educational Research473 cited
  • 2005Visualization: A Metacognitive Skill in Science and Science Education443 cited
  • 2005The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis420 cited
  • 1999Visual-spatial thinking: An aspect of science overlooked by educators342 cited

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  • 2010Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review330 cited
  • 2014The Self-Explanation Principle in Multimedia Learning306 cited
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    • 2019Explicit versus implicit similarity – exploring relational conceptual understanding in organic chemistry60 cited