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Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations
16 references·0 citing·44 second hopsampled
Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations (2021)Is a Preference for Realism Really Naive …Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2021)Understanding Cognitive Load …Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load (2021)Five Strategies for Optimizin…Cognitive Architecture and Instructional Design: 20 Years Later (2019)Cognitive Architecture and In…The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect (2016)The Expertise Reversal Effect…Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis (2015)Signaling text-picture relati…Understanding and Engagement in Places of Science Experience: Science Museums, Science Centers, Zoos, and Aquariums (2014)Understanding and Engagement …Concreteness Fading in Mathematics and Science Instruction: a Systematic Review (2014)Concreteness Fading in Mathem…Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains (2011)Expertise Differences in the …Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review (2010)Spatial Ability: Its Influenc…Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Element Interactivity and Int…Why does signaling enhance multimedia learning? Evidence from eye movements (2009)Why does signaling enhance mu…Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction (2007)Expertise Reversal Effect and…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…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. (1994)For whom is a picture worth a…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)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Multimedia Learning (2002)Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning (2016)The relationship between gaze behavior, expertise, and performance: A systematic review. (2019)Fixation duration and the learning process: an eye tracking study with subtitled videos (2020)The file drawer problem and tolerance for null results. (1979)Statistical Methods for Meta-Analysis (1988)Practical Meta-Analysis (2000)Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies (2011)Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns (2012)Visualizers versus verbalizers: Effects of cognitive style on learning with texts and pictures – An eye-tracking study (2016)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. (2011)The Multimedia Principle (2014)Human Problem Solving (1972)Cognitive Load Theory and the Format of Instruction (1991)Cognitive load theory, learning difficulty, and instructional design (1994)Development of an instrument for measuring different types of cognitive load (2013)Cognitive load theory and educational technology (2019)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011)Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014)Mental Representations: A Dual Coding Approach (1986)Managing split-attention and redundancy in multimedia instruction (1999)Human cognitive abilities a survey of factor-analytic studies (2004)Applying the science of learning: Evidence-based principles for the design of multimedia instruction. (2008)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Imagery and Verbal Processes (2013)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Cognitive Load Theory in Computing Education Research: A Review (2022)Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis (2022)Decision control and explanations in human-AI collaboration: Improving user perceptions and compliance (2023)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)Cognitive Load Theory (2011)Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks (2020)
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References

  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 2019Cognitive Architecture and Instructional Design: 20 Years Later2,323 cited
  • 2010Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load2,012 cited
  • 1994For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.1,188 cited
  • 2007Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction1,055 cited
  • 2011Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains713 cited
  • 2021Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load676 cited
  • 2004The Transfer of Scientific Principles Using Concrete and Idealized Simulations452 cited
  • 2006Who benefits from learning with 3D models? the case of spatial ability357 cited
  • 2010Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review330 cited
  • 2014Concreteness Fading in Mathematics and Science Instruction: a Systematic Review316 cited
  • 2009Why does signaling enhance multimedia learning? Evidence from eye movements273 cited
  • 2015Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis244 cited
  • 2021Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

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213 cited
  • 2016The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect200 cited
  • 2014Understanding and Engagement in Places of Science Experience: Science Museums, Science Centers, Zoos, and Aquariums176 cited
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