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The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load
16 references·2 citing·46 second hop
The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load (2020)The realism paradox: Realism can act as a…Four Ways of Considering Emotion in Cognitive Load Theory (2019)Four Ways of Considering Emot…Cognitive Load as Motivational Cost (2019)Cognitive Load as Motivationa…Cognitive Architecture and Instructional Design: 20 Years Later (2019)Cognitive Architecture and In…Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load (2017)Development and Validation of…A meta-analysis of how signaling affects learning with media (2017)A meta-analysis of how signal…Studying Visual Displays: How to Instructionally Support Learning (2015)Studying Visual Displays: How…Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis (2015)Signaling text-picture relati…An eye-tracking study of cueing effects in multimedia learning (2013)An eye-tracking study of cuei…Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review (2010)Spatial Ability: Its Influenc…Overcoming intuition: Metacognitive difficulty activates analytic reasoning. (2007)Overcoming intuition: Metacog…A Reconsideration of Cognitive Load Theory (2007)A Reconsideration of Cognitiv…Who benefits from learning with 3D models? the case of spatial ability (2006)Who benefits from learning wi…The Transfer of Scientific Principles Using Concrete and Idealized Simulations (2004)The Transfer of Scientific Pr…Signaling as a cognitive guide in multimedia learning. (2001)Signaling as a cognitive guid…Test Theory: A Unified Treatment (2000)Test Theory: A Unified Treatm…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations (2021)Is a Preference for Realism R…Visualizing pathogens: Disfluent shapes of pathogens increase their perceived complexity and danger while realism and disfluency boost the credibility of visualizations (2020)Visualizing pathogens: Disflu…Working Memory (1974)Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research (1988)Working Memory (1992)The role of spatial ability in learning from instructional animations – Evidence for an ability-as-compensator hypothesis (2010)Learning with multimedia: The effects of gender, type of multimedia learning resources, and spatial ability (2019)Toward a Theory of Instruction (1966)Human Inference: Strategies and Shortcomings of Social Judgment. (1983)Cognition in Practice (1988)Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. 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References

  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 2000Test Theory: A Unified Treatment3,604 cited
  • 2019Cognitive Architecture and Instructional Design: 20 Years Later2,323 cited
  • 2007Overcoming intuition: Metacognitive difficulty activates analytic reasoning.844 cited
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  • 2001Signaling as a cognitive guide in multimedia learning.444 cited
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  • 2013An eye-tracking study of cueing effects in multimedia learning

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190 cited
  • 2015Studying Visual Displays: How to Instructionally Support Learning165 cited
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    • 2021Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations42 cited
    • 2020Visualizing pathogens: Disfluent shapes of pathogens increase their perceived complexity and danger while realism and disfluency boost the credibility of visualizations8 cited