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A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry
16 references·0 citing·47 second hop
A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry (2023)A quantitative study on the effects of an…Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks (2015)Benefits and Pitfalls of Mult…Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence (2012)Dimensions of Reading Motivat…The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. (2008)The effects of choice on intr…Interactive Multimodal Learning Environments (2007)Interactive Multimodal Learni…Educational Research: Quantitative, Qualitative, and Mixed Approaches (2007)Educational Research: Quantit…Implications of Cognitive Load Theory for Multimedia Learning (2005)Implications of Cognitive Loa…Cognitive Theory of Multimedia Learning (2005)Cognitive Theory of Multimedi…Classroom Goal Structure, Student Motivation, and Academic Achievement (2005)Classroom Goal Structure, Stu…Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia (2004)Decreasing Cognitive Load for…Games, Motivation, and Learning: A Research and Practice Model (2002)Games, Motivation, and Learni…Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Intrinsic and Extrinsic Motiv…Instructional Design in Technical Areas (1999)Instructional Design in Techn…Reading motivation: A domain-specific approach to motivation (1997)Reading motivation: A domain-…In support of a functional definition of interaction (1994)In support of a functional de…Working Memory (1992)Working MemoryToward a “Critical Mass” Theory of Interactive Media (1987)Toward a “Critical Mass” Theo…Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Multimedia Learning (2002)What Video Games Have to Teach Us about Learning and Literacy (2004)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Cognitive Theory of Multimedia Learning (2014)The Past, Present, and Future of the Cognitive Theory of Multimedia Learning (2024)Generalized expectancies for internal versus external control of reinforcement. (1966)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)The development of the five mini-theories of self-determination theory: an historical overview, emerging trends, and future directions (2010)The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis (2010)Prospective prediction of health-related behaviours with the Theory of Planned Behaviour: a meta-analysis (2011)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Classrooms: Goals, structures, and student motivation. 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(1977)Intrinsic Motivation and Self-Determination in Human Behavior (1985)A systematic literature review of empirical evidence on computer games and serious games (2012)How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction (2016)The Gamification of Learning: a Meta-analysis (2019)The Strength of Weak Ties (1973)Perceived Usefulness, Ease of Use, and Usage of Information Technology: A Replication (1992)Marketing in Hypermedia Computer-Mediated Environments: Conceptual Foundations (1996)Why Don’t Men Ever Stop to Ask for Directions? Gender, Social Influence, and Their Role in Technology Acceptance and Usage Behavior1 (2000)Diffusion of Innovations (2012)Diffusion of Innovations 1 (2019)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Motivational Beliefs, Values, and Goals (2002)Technology Acceptance Model 3 and a Research Agenda on Interventions (2008)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Mental Representations: A Dual Coding Approach (1986)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Foundations of Game-Based Learning (2015)Working Memory (1974)Individual differences in working memory and reading (1980)Is working memory capacity task dependent? (1989)Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)Toward a Definition of Mixed Methods Research (2007)Online teaching-learning in higher education during lockdown period of COVID-19 pandemic (2020)Should There Be a Three-Strikes Rule Against Pure Discovery Learning? (2004)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)
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References

  • 2000Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions18,652 cited
  • 2007Educational Research: Quantitative, Qualitative, and Mixed Approaches6,383 cited
  • 1992Working Memory5,281 cited
  • 2002Games, Motivation, and Learning: A Research and Practice Model3,257 cited
  • 2007Interactive Multimodal Learning Environments1,831 cited
  • 2005Cognitive Theory of Multimedia Learning1,654 cited
  • 2005Classroom Goal Structure, Student Motivation, and Academic Achievement1,276 cited
  • 1987Toward a “Critical Mass” Theory of Interactive Media1,149 cited
  • 2008The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings.1,099 cited
  • 1999Instructional Design in Technical Areas943 cited
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  • 2012Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence734 cited
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  • 2004Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia615 cited
  • 1997Reading motivation: A domain-specific approach to motivation

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407 cited
  • 2015Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks403 cited
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