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The Effects of Social Cue Principles on Cognitive Load, Situational Interest, Motivation, and Achievement in Pedagogical Agent Multimedia Learning
16 references·2 citing·42 second hop
The Effects of Social Cue Principles on Cognitive Load, Situational Interest, Motivation, and Achievement in Pedagogical Agent Multimedia Learning (2015)The Effects of Social Cue Principles on C…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…Cognitive Theory of Multimedia Learning (2014)Cognitive Theory of Multimedi…Development of an instrument for measuring different types of cognitive load (2013)Development of an instrument …Cognitive Load Theory (2011)Cognitive Load TheoryMotivational Design for Learning and Performance: The ARCS Model Approach (2009)Motivational Design for Learn…The Four-Phase Model of Interest Development (2006)The Four-Phase Model of Inter…Multimedia Learning (2002)Multimedia LearningThe Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact With Animated Pedagogical Agents? (2001)The Case for Social Agency in…Instructional Design in Technical Areas (1999)Instructional Design in Techn…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Reducing cognitive load by mixing auditory and visual presentation modes. (1995)Reducing cognitive load by mi…Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. (1994)Variability of worked example…Interest, Learning, and Motivation (1991)Interest, Learning, and Motiv…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Motivational Design of Instruction (1983)Motivational Design of Instru…Animated pedagogical agents enhance learning outcomes and brain activity during learning (2021)Animated pedagogical agents e…Investigating the effects of beat and deictic gestures of a lecturer in educational videos (2020)Investigating the effects of …The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)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)Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014)Cognitive load theory and educational technology (2019)The Principles of Psychology (1891)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self-Determination in Human Behavior (1988)A Motivated Exploration of Motivation Terminology (2000)Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement (2002)Motivation as an Enabler for Academic Success (2002)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-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Implications for educational practice of the science of learning and development (2019)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture (2004)Cognitive load theory, educational research, and instructional design: some food for thought (2009)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Generative Processes of Comprehension (1989)Working Memory (1992)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)The Impact of Classroom Evaluation Practices on Students (1988)Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic it Skills Training1 (2001)The Theory and Practice of Online Learning (2008)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)Instructional animation versus static pictures: A meta-analysis (2007)Interactive Multimodal Learning Environments (2007)Applying the science of learning: Evidence-based principles for the design of multimedia instruction. (2008)
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References

  • 2002Multimedia Learning7,764 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 2011Cognitive Load Theory4,841 cited
  • 2006The Four-Phase Model of Interest Development4,692 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 2014Cognitive Theory of Multimedia Learning1,973 cited
  • 2014The Role of interest in Learning and Development1,610 cited
  • 1991Interest, Learning, and Motivation1,453 cited
  • 1983Motivational Design of Instruction1,247 cited
  • 1994Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.1,198 cited
  • 2013Development of an instrument for measuring different types of cognitive load1,060 cited
  • 1995Reducing cognitive load by mixing auditory and visual presentation modes.994 cited
  • 1999Instructional Design in Technical Areas943 cited
  • 2001The Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact With Animated Pedagogical Agents?910 cited
  • 2009Motivational Design for Learning and Performance: The ARCS Model Approach902 cited

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  • 2014Implications of Cognitive Load Theory for Multimedia Learning884 cited
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    • 2020Investigating the effects of beat and deictic gestures of a lecturer in educational videos59 cited
    • 2021Animated pedagogical agents enhance learning outcomes and brain activity during learning58 cited