REFERENCES

  1. Abrami, P.C., Bernard, R.M., Borokhovski, E., Waddington, D.I., Wade, A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85, 275–314.
  2. Abt, C.C. (1970). Serious games. New York: Viking.
  3. Adams, D.M., & Mayer, R.E. (2014). Cognitive consequences approach: What is learned from playing a game. In R.E. Mayer, Computer games for learning: An evidence-based approach (pp. 171–224). Cambridge, MA: MIT Press.
  4. Adams, D.M., Mayer, R.E., MacNamara, A., Koenig, A., & Wainess, R. (2012). Narrative games for learning: Testing the discovery and narrative hypotheses. Journal of Educational Psychology, 104, 235–249.
  5. Adesope, O.O., & Nesbit, J.C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology, 104, 250–263.
  6. Albanese, M.A. (2010). Problem-based learning. In W.B. Jeffries & K.N. Huggett (Eds.), An introduction to medical teaching. New York: Springer.
  7. American Management Association. (2014). Companies see need to build analytical skills in their organizations: A study of analytical skills in the workforce. www.amanet.org/training/articles/Companies-See-Need-to-Build-Analytical-Skills-in-their-organizations.aspx
  8. Anderson, A.F., & Bavelier, D. (2011). Action game play as a tool to enhance perception, attention, and cognition. In S.Tobias & J.D. Fletcher (Eds.), Computer games and instruction (pp. 282–306). Charlotte, NC: Information Age Publishing.
  9. Anderson, L.S., Healy, A.F., Kole, J.A., & Bourne, L.E. (2013). The clicker technique: Cultivating efficient teaching and successful learning. Applied Cognitive Psychology, 27, 222–234.
  10. ATD. (2014). State of the industry report 2014. Alexandria, VA: Association for Talent Development.
  11. Atkinson, R.K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94, 416–427.
  12. Atkinson, R.K., & Derry, S.J. (2002). Computer-based examples designed to encourage optimal example processing: A study examining the impact of sequentially presented, subgoal-oriented worked examples. In B. Fishman & S.E. O’Conner-Divelbill (Eds.), Proceedings of the Fourth International Conference of Learning Sciences (pp. 132–133). Mahwah, NJ: Lawrence Erlbaum Associates.
  13. Atkinson, R.K., Mayer, R.E., & Merrill, M.M. (2005). Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice. Contemporary Educational Psychology, 30, 117–139.
  14. Atkinson, R.K., Renkl, A,, & Merrill, M.M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked out steps. Journal of Educational Psychology, 95(4), 774–783.
  15. Austin, K.A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers and Education, 53, 1339–1354.
  16. Aydin, S. (2012). A review of research on Facebook as an educational environment. Education Technology Research & Development, 60, 1093–1106.
  17. Ayres, P. (2006). Impact of reducing intrinsic cognitive load on learning in a mathematical domain. Applied Cognitive Psychology, 20(3), 287–298.
  18. Ayres, P., Marcus, N., Chan, C., & Qian, N. (2009). Learning hand manipulative tasks: When instructional animations are superior to equivalent static representation. Computers in Human Behavior, 25, 348–353.
  19. Ayres, P., & Sweller, J. (2014). The split-attention principle in multimedia learning. In R.E. Mayer (Ed.), Cambridge handbook of multimedia learning (2nd ed., pp. 206–226). New York: Cambridge University Press.
  20. Baggett, P. (1984). Role of temporal overlap of visual and auditory material in forming dual media associations. Journal of Educational Psychology, 76, 408–417.
  21. Baggett, P., & Ehrenfeucht, A. (1983). Encoding and retaining information in the visuals and verbals of an educational movie. Educational Communications and Technology Journal, 31, 23–32.
  22. Bahrick, H.P. (1987). Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 344–349.
  23. Beck, I., McKeown, M.G., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning the author: A year long classroom implementation to engage students in text. Elementary School Journal, 96, 385–414.
  24. Bernard, R.M., Abrami, P.C., Borokhovski, E., Wade, C.A., Tamin, R.M., Surkes, M.A., & Bethel, E.C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243–1289.
  25. Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P.A., Fixet, M., & Huant, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74, 379–439.
  26. Betrancourt, M. (2005). The animation and interactivity principles in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 287–296). New York: Cambridge University Press.
  27. Bishop, M.J., Amankwatia, T.B., & Cates, W.M. (2008). Sound’s use in instructional software to enhance learning: A theory-to-practice content analysis. Educational Technology Research and Development, 56, 467–486.
  28. Boucheix, J-M., Lowe, R. K., Putri, D.K., & Groff, J. (2013) Cueing animations: Dynamic signaling aids information extraction and comprehension. Learning and Instruction, 25, 71–84.
  29. Brown, P., & Levinson, S.C. (1987). Politeness: Some universals in language usage. New York: Cambridge University Press.
  30. Butcher, K.R. (2006). Learning from text and diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98, 182–197.
  31. Butcher, K.R. (2014). The multimedia principle. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 174–205). New York: Cambridge University Press.
  32. Campbell, J., & Mayer, R.E. (2009). Questioning as an instructional method: Does it affect learning from lectures? Applied Cognitive Psychology, 23, 747–759.
  33. Canham, M.S., Wiley, J., & Mayer, R.E. (2012). When diversity in training improves dyadic problem solving. Applied Cognitive Psychology, 26, 421–430.
  34. Carbonell, K.B., Stalmeijer, R.E., Konings, K.D., Segers, M., & van Merriënboer, J.J.G. (2014). How experts deal with novel situation: A review of adaptive expertise. Educational Research Review, 12, 14–29.
  35. Cassell, J., Sullivan, J., Prevost, S., & Churchill, E. (2000). Embodied conversational agents. Cambridge, MA: MIT Press.
  36. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293–332.
  37. ChanLin, L. (1998). Animation to teach students of different knowledge levels. Journal of Instructional Psychology, 25, 166–175.
  38. Chatham. R.E (2009). The 20th century revolution in military training. In K.A. Ericsson (Ed.), Development of professional expertise. New York: Cambridge University Press.
  39. Chen, O., Kalyuga, S., & Sweller, J. (2015). The worked example effect, the generation effect, and element interactivity. Journal of Educational Psychology, 107(3), 689–704.
  40. Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145–182.
  41. Chi, M.T. H., Roy, M., & Hausmann, R.G.M. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science, 32, 301–341.
  42. Cho, K., & MacArthur, C. (2011). Learning by reviewing. Journal of Educational Psychology, 103, 73–84.
  43. Clark, D.B., Tanner-Smith, E.E., & Killingsworth, S.S. (2015). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 0034654315582065.
  44. Clark, R.C. (2013). Scenario-based e-learning. San Francisco: Pfeiffer.
  45. Clark, R.C. (2014). Multimedia learning in e-courses. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
  46. Clark, R.C. (2015). Evidence-based training methods (2nd ed.). Alexandria, VA: ATD Press.
  47. Clark, R.C., & Kwinn, A. (2007). The new virtual classroom. San Francisco: Pfeiffer.
  48. Clark, R.C., & Lyons, C. (2011). Graphics for learning (2nd ed.). San Francisco: Pfeiffer.
  49. Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning. San Francisco: Pfeiffer.
  50. Clark, R.E. (1994). Media will never influence learning. Educational Technology Research and Development, 42, 21–30.
  51. Clark, R.E. (2001). Learning from media. Greenwich, CT: Information Age Publishing.
  52. Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53(3), 15–24.
  53. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  54. Connolly, T.M., Boyle, E.A., MacArthur, E., Hainey, T., & Boyle, J.M. (2012). A systematic review of empirical evidence on computer games and serious games. Computers and Education, 59, 661–686.
  55. Corbalan, G., Kester, L., & van Merriënboer, J.J.G. (2009). Combining shared control with variability over surface features: Effects on transfer test performance and task involvement. Computers in Human Behavior, 25, 290–298.
  56. Corbalan, G., Paas, F.G.W.C., & Cuypers, H. (2010). Computer-based feedback in linear algebra: Effects on transfer performance and motivation. Computers & Education, 55, 692–703.
  57. Craig, S.D., Chi, M.T.H., & VanLehn, K. (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving. Journal of Educational Psychology, 111, 779–789.
  58. Craig, S.D., Gholson, B., & Driscoll, D.M (2002). Animated pedagogical agents in multimedia learning environments: Effects of agent properties, picture features, and redundancy. Journal of Educational Psychology, 94, 428–434.
  59. Crandall, B., Klein, G., & Hoffman, R.R. (2006). Working minds. Boston, MA: MIT Press.
  60. Crossman, E.R.F.W. (1959). A theory of the acquisition of speed skill. Ergonomics, 2, 153–166.
  61. Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
  62. Cuevas, H.M., Fiore, S.M., & Oser, R.L. (2002). Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments. Instructional Science, 30, 433–464.
  63. de Koning, B. B, Tabbers, H.K., Rikers, R.M.J.P., & Paas, F.G.W.C. (2007). Attention cueing as a mean to enhance learning from an animation. Applied Cognitive Psychology, 731–746.
  64. de Koning, B.B., Tabbers, H.K., Rikers, R.M.J.P., & Paas, F.G.W.C. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21, 113–140.
  65. de Koning, B.B., Tabbers, H.K., Rikers, R.M.J.P., & Paas, F.G.W.C. (2010). Attention guidance in learning from complex animation: Seeing is understanding? Learning and Instruction, 20(2), 111–122.
  66. de Koning, B.B., Tabbers, H.K., Rikers, R.M.J.P., & Paas, F.G.W.C. (2011a). Attention cueing in an instructional animation: The role of presentation speed. Computers in Human Behavior, 27, 41–45.
  67. de Koning, B.B., Tabbers, H.K., Rikers, R.M.J.P., & Paas, F.G.W.C. (2011b). Improved effectiveness of cueing by self-explanation when learning from a complex animation. Applied Cognitive Psychology, 25, 183–194.
  68. Dewey, J. (1913). Interest and effort in education. Cambridge, MA: Houghton Mifflin.
  69. Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Educational Psychology, 81, 240–246.
  70. Dirkx, K.J.H., Thoma, G.B., Kester, L., & Kirschner, P.A. (2015). Answering questions after initial study guides attention during restudy. Instructional Science, 113(1), 59–71.
  71. Druckman, D., & Bjork, R.A. (1991). In the minds’ eye: Enhancing human performance. Washington, DC: Committee on Techniques for the Enhancement of Human Performance, National Research Council.
  72. Dunlosky, J., & Rawson, K.A. (2012). Overconfidence procedures underachievement: Inaccurate self evaluations undermine students learning and retention. Learning & Instruction, 22, 271–280.
  73. Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–18.
  74. Ebbinghaus, N. (1913). Memory (N.R. Ruger & C.E. Bussenius, Trans.). New York: Teacher’s College. (Original work published 1885.)
  75. Eitel, A., Scheiter, K., & Schüler, A. (2013). How inspecting a picture affects processing of text in multimedia learning. Applied Cognitive Psychology, 27, 451–461.
  76. Erhel, S., & Jamet, E. (2006). Using pop-up windows to improve multimedia learning. Journal of Computer Assisted Learning, 22, 137–147.
  77. Ericsson, K.A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K.A. Ericsson, N. Charness, P.J. Feltovich, & R.R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683–704). New York: Cambridge University Press.
  78. Eva, K.W., Cunnington, J.P.W., Reiter, H.I., Keane, D.R., & Norman, G.R (2004). How can I know what I don’t know? Poor self assessment in a well-defined domain. Advances in Health Sciences Education, 9, 211–224.
  79. Fiorella, L., & Mayer, R.E. (2012). Paper-based aids for learning with a computer-based game. Journal of Educational Psychology, 104, 1074–1082.
  80. Fiorella, L., & Mayer, R.E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38, 281–288.
  81. Fiorella, L., & Mayer, R.E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. New York: Cambridge University Press.
  82. Fiorella, L., & Mayer, R.E. (in press). Effects of observing the instructor draw diagrams on learning from multimedia messages. Journal of Educational Psychology.
  83. Fiorella, L., Vogel-Walcutt, J.J., & Schatz, S. (2012). Applying the modality principle to real-time feedback and the acquisition of higher-order cognitive skills. Educational Technology Research and Development, 60, 223–238.
  84. Florax, M., & Ploetzner, R. (2010). What contributes to the split-attention effect? Role of text segmentation, picture labeling, and spatial proximity. Learning and Instruction, 20, 216–224.
  85. Gan, M.J.S., & Hattie, J. (2014). Prompting second students’ use of criteria, feedback specificity and feedback levels during an investigative task. Instructional Science, 42, 861–878.
  86. Garner, R., Gillingham, M., & White, C. (1989). Effects of seductive details on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41–57.
  87. Gartmeier, M., Bauer, J., Fisher, M.R., Hoppe-Seyler, T., Karsten, G., Kiessling, C.L., Moller, G.E., Wiesbeck. A., & Prenzel, M. (2015) Fostering professional communication skills of future physicians and teachers: Effects of e-learning with video cases and role-play. Instructional Science, 43, 443–462.
  88. Gentner, D., Loewenstein, J., & Thompson, L (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95(2), 393–408.
  89. Ghauth, K.I., & Abdullah, N.A. (2010). Learning materials recommendation using good learners’ ratings and content-based filtering. Educational Technology Research & Development, 58, 711–727.
  90. Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15, 313–331.
  91. Ginns, P. (2006). Integrating information: A meta-analysis of spatial contiguity and temporal contiguity effects. Learning and Instruction, 16, 511–525.
  92. Glaser, M., & Schwan, S. (in press). Explaining pictures: How verbal cues influence processing of pictorial learning material. Journal of Educational Psychology.
  93. Glenberg, A.M., Sanocki, T., Epstein, W., & Morris, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology: General, 116(2), 119–136.
  94. Green, C.S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423, 534–538.
  95. Green, C.S., & Bavelier, D. (2006a). Enumeration versus multiple object tracking: The case of action video game players. Cognition, 101, 217–245.
  96. Green, C.S., & Bavelier, D. (2006b). Effects of action video game playing on the spatial distribution of visuospatial attention. Journal of Experimental Psychology: Human Perception and Performance, 32, 1465–1478.
  97. Green, C.S., & Bavelier, D. (2007). Action-video-game experience alters the spatial resolution of vision. Psychological Science, 18, 88–94.
  98. Hall, W.E., & Cushing, J.R. (1947). The relative value of three methods of presenting learning material. Journal of Psychology, 24, 57–62.
  99. Halpern, D.F., Graesser, A., & Hakel, M. (2007). 25 learning principles to guide pedagogy and the design of learning environments. Washington, DC: Association of Psychological Science Taskforce on Lifelong Learning at Work and at Home.
  100. Harp, S.F., & Mayer, R.E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92–102.
  101. Harp, S.F., & Mayer, R.E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414–434.
  102. Harskamp, E.G., Mayer, R.E., & Suhre, C. (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction, 17, 465–477.
  103. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
  104. Hattie, J. (2012). Visible learning for teachers. New York: Routledge.
  105. Hattie, J., & Gan, M. (2011). Instruction based on feedback. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 249–271). New York: Routledge.
  106. Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. New York: Routledge.
  107. Hegarty, M. (2004). Dynamic visualizations and learning: Getting to the difficult questions. Learning and Instruction, 14, 343–351.
  108. Hegarty, M. (2015). Multimedia learning and the development of mental models. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 673–704). New York: Cambridge University Press.
  109. Hegarty. M., Carpenter, P.A., & Just, M.A. (1996). Diagrams in the comprehension of scientific texts. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 641–668). Mahwah, NJ: Lawrence Erlbaum Associates.
  110. Hegarty, M., Kriz, S., & Cate, C. (2003). The role of mental animations and external animations in understanding mechanical systems. Cognition and Instruction, 21, 325–360.
  111. Hew, K.F., & Cheung, W.S. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47–64.
  112. Hidi, S., & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.
  113. Hilbert, T., Renkl, A., Kessler, S., & Reiss, K. (2008). Learning to prove in geometry: Learning from heuristic examples and how it can be supported. Learning and Instruction, 18, 54–65.
  114. Hoffler, T.N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722–738.
  115. Holsanova, J., Holmberg, N., & Holmqvist, K. (2009). Reading information graphics: The role of spatial contiguity and dual attention guidance. Applied Cognitive Psychology, 23, 1215–1226.
  116. Honey, M.A., & Hilton, M.L. (Eds.). (2011). Learning science through computer games and simulations. Washington, DC: National Academies Press.
  117. Jaeger, A.J., & Wiley, J. (2014). Do illustrations help or harm metacomprehension accuracy? Learning and Instruction, 34, 58–74.
  118. Jamet, E., & Le Bohec, O. (2007). The effect of redundant text in multimedia instruction. Contemporary Educational Psychology, 32, 588–598.
  119. Johnson, C.I., & Mayer, R.E. (2010). Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Computers in Human Behavior, 26, 1246–1252.
  120. Johnson, C.I., & Mayer, R.E. (2012). An eye-movement analysis of the spatial contiguity effect in multimedia learning. Journal of Experimental Psychology: Applied, 18, 178–191.
  121. Johnson, C.I., & Priest, H.A. (2014). The feedback principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.; pp. 449–463). New York: Cambridge University Press.
  122. Johnson, D.W., & Johnson, R.T. (1992). Creative controversy: Intellectual challenge in the classroom. Edina, MN.: Interaction Book Company.
  123. Johnson, D.W., Johnson, R.T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19, 15–29.
  124. Jonassen, D.H., Lee, C.B., Yang, C-C., & Laffey, J. (2005). The collaboration principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 247–270). New York: Cambridge University Press.
  125. Kalyuga, S. (2014). The expertise reversal principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 576–597). New York: Cambridge University Press.
  126. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). Expertise reversal effect. Educational Psychologist, 38, 23–31,
  127. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1–17.
  128. Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351–372.
  129. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126–136.
  130. Kalyuga, S., Chandler, P., & Sweller, J. (2004). When redundant on-screen text in multimedia technical instruction can interfere with learning. Human Factors, 46, 567–581.
  131. Kapler, I.V., Weston, T., & Wiseheart, M. (2015). Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher level learning. Learning & Instruction, 36, 38–45.
  132. Kapp, K.M. (2012). The gamification of learning and instruction. San Francisco: Pfeiffer.
  133. Karich, A.C., Burns, M.K., & Maki, K.E. (2014). Updated meta-analysis of learner control within educational technology. Review of Educational Research, 84, 392–410.
  134. Karpicke, J.F., & Aue, W.R. (2015). The testing effect is alive and well with complex materials. Educational Psychology Review, 27, 317–326.
  135. Kartel, G. (2010). Does language matter in multimedia learning? Personalization principle revised. Journal of Educational Psychology, 102, 615–624.
  136. Kellog, R.T., & Whiteford, A.P. (2000). Training advanced writing skills. The case for deliberate practice. Educational Psychologist, 44, 250–266.
  137. Kent, S.L. (2001). The ultimate history of video games. New York: Three Rivers Press.
  138. Kenz, I., & Hygge, S. (2002). Irrelevant speech and indoor lighting: Effects of cognitive performance and self-reported affect. Applied Cognitive Psychology, 15, 709–718
  139. Kester, L., Krischner, P.A., & van Merriënboer, J.J.G. (2006). Just-in-time information presentation: Improving learning a troubleshooting skill. Contemporary Educational Psychology, 31, 167–185.
  140. Khacharem, A., Spanjers, I.A.E., Zoudji, B., Kalyuga, S., & Ripoll, H. (2013). Using segmentation to support the learning from animated soccer scenes: An effect of prior knowledge. Psychology of Sport and Exercise, 14, 154–160.
  141. Kirschner, P.A., Kirschner, F., & Janssen, J. (2014). The collaboration principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.; pp. 547–575). New York: Cambridge University Press.
  142. Kirschner, F., Paas, F.G.W.C., & Kirschner, P.A. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31–42.
  143. Kirschner, F., Paas, F.G.W.C., & Kirschner, P.A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working memory effect. Applied Cognitive Psychology, 25, 615–624.
  144. Kirschner, F., Paas, F.G.W.C., Kirschner, P.A., & Janseen, J. (2011). Differential effects of problem-solving demands on individual and collaborative learning outcomes. Learning and Instruction, 21, 587–599.
  145. Kluger, A.N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284.
  146. Knez, I., & Hygge, S. (2002). Irrelevant speech and indoor lighting: effects on cognitive performance and self-reported affect. Applied Cognitive Psychology, 16(6), 709–718.
  147. Koh, G.C.H., Khoo, H.E., Wong, M.L., & Koh, D. (2008). The effects of problem-based learning during medical school on physician competency: A systematic review. Canadian Medical Association Journal, 178, 34–41.
  148. Kumta, S.M., Tsang, P.L., Hung, L.K., & Cheng, J.C. (2003). Fostering critical thinking skills through a web-based tutorial programme for final year medical students: A randomized controlled study. Journal of Educational Multimedia and Hypermedia, 12(3), 267–273.
  149. Lajoie, S.P. (2009). Developing professional expertise with a cognitive apprenticeship model: Examples from avionics and medicine. In K.A.Ericsson (Ed.), Development of professional expertise (pp. 61–83). New York: Cambridge University Press.
  150. Lajoie, S.P. (2014). Multimedia learning of cognitive processes. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.; pp. 223–246). New York: Cambridge University Press.
  151. LeFevre, J.A., & Dixon, P. (1986). Do written instructions need examples? Cognition and Instruction, 3, 1–30.
  152. Leahy, W., Chandler, P., & Sweller, J. (2003). When auditory presentations should and should not be a component of multimedia instruction. Applied Cognitive Psychology, 17, 401–418.
  153. Leahy, W., & Sweller, J. (2011). Cognitive load theory, modality of presentation, and the transient information effect. Applied Cognitive Psychology, 25(6), 943–951.
  154. Lehman, S., Schraw, G., McCrudden, M.T., & Hartley, K. (2007). Processing and recall of seductive details in scientific text. Contemporary Educational Psychology, 32, 569–587.
  155. Leopold, C., Sumfleth, E., & Leutner, D. (2013). Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer. Learning and Instruction, 27, 40–49.
  156. Leppink, J., Paas, F.G.W.C., van Gog, T., Cees, P.M., van der Vleuten, C.P.M., & van Merriënboer, J.J.G. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32–42.
  157. Lester, J.C., Towns, S.G., Callaway, C.B., Voerman, J.L., & Fitzgerald, P.J. (2000). Deictic and emotive communication in animated pedagogical agents. In J. Cassell, J. Sullivan, S. Prevost, & E. Churchill (Eds.), Embodied conversational agents (pp. 123–154). Cambridge, MA: MIT Press.
  158. Lim, J., Reiser, R.A., Olina, Z. (2009). The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill. Educational Technology Research & Development, 57, 61–77.
  159. Lin, L., & Atkinson, R.K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Computers & Education, 56, 650–658.
  160. Loftus, G.R., & Loftus, E.F. (1983). Mind at play; The psychology of video games. New York: Basic Books.
  161. Lorch, R.F., Jr., Lorch, E.P., Ritchey, K., McGovern, L., & Coleman, D. (2001). Effects of headings on text summarization. Contemporary Educational Psychology, 26, 171–191.
  162. Lou, Y., Abrami, P.C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71, 449–521.
  163. Louwerse, M.M., Graesser, A.C., McNamara, D.S., & Lu, S. (2009). Embodied conversational agents as conversational partners. Applied Cognitive Psychology, 23(9), 1244–1255.
  164. Low, R., & Sweller, J. (2014). The modality principle in multimedia learning. In R.E. Mayer (Ed.), Cambridge handbook of multimedia learning (2nd ed., pp. 227–246). New York: Cambridge University Press.
  165. Lowe, R.K., & Schnotz, W. (2015). Animation principles in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 513–546). New York: Cambridge University Press.
  166. Lusk, D.L., Evans, A.D., Jeffrey, T.R., Palmer, K.R., Wikstrom, C.S., & Doolittle, P.E. (2009). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(4), 636–651.
  167. Lusk, M.M., & Atkinson, R.K. (2007). Animated pedagogical agents: Does the degree of embodiment impact learning from static or animated worked examples? Applied Cognitive Psychology, 21, 747–764.
  168. Marcus, N., Cleary, B., Wong, A., & Ayres, P. (2013). Should hand actions be observed when learning hand motor skills from instructional animations? Computers in Human Behavior, 29, 2172–2178.
  169. Marin, L.M., & Halpern, D.F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6, 1–13.
  170. Mautone, P.D., & Mayer, R.E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 81, 240–246.
  171. Mayer, R.E. (1989a). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240–246.
  172. Mayer, R.E. (1989b). Models for understanding. Review of Educational Research, 59, 43–64.
  173. Mayer, R.E. (1993). Illustrations that instruct. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 4, pp. 253–284). Hillsdale, NJ: Lawrence Erlbaum Associates.
  174. Mayer, R.E. (2001a). Multimedia learning. New York: Cambridge University Press.
  175. Mayer, R.E. (2001b). Cognitive constraints on multimedia learning: When presenting more material results in less learning. Journal of Educational Psychology, 93, 187–198.
  176. Mayer, R.E. (2004). Should there be a three-strikes rule against pure discovery learning: The case for guided methods of instruction. American Psychologist, 59(1), 14–19.
  177. Mayer, R.E. (Ed.). (2005a). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
  178. Mayer, R.E. (2005b). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R.E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 183–200). New York: Cambridge University Press.
  179. Mayer, R.E. (2008a). Research-based guidelines for multimedia instruction. In D.A. Boehm-Davis (Ed.), Reviews of human factors and ergonomics (Vol. 3). Santa Monica, CA: Human Factors and Ergonomics Society.
  180. Mayer, R.E. (2008b). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  181. Mayer, R.E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
  182. Mayer, R.E. (2011). Applying the science of learning. Upper Saddle River, NJ: Pearson.
  183. Mayer, R.E. (2014a). Computer games for learning: An evidence-based approach. Cambridge, MA: MIT Press.
  184. Mayer, R.E. (2014b). Introduction to multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
  185. Mayer, R.E. (2014c). Cognitive theory of multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 43–71). New York: Cambridge University Press.
  186. Mayer, R.E. (2014d). Principles based on social cues in multimedia learning: Personalization, voice, image, and embodiment principles. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 345–370). New York: Cambridge University Press.
  187. Mayer, R.E. (Ed.). (2014e). The Cambridge handbook of multimedia learning (2nd ed.). New York: Cambridge University Press.
  188. Mayer, R.E., & Alexander, P.A. (Eds.). (2011). Handbook of research on learning and instruction. New York: Routledge.
  189. Mayer, R.E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-processing systems in working memory. Journal of Educational Psychology, 90, 312–320.
  190. Mayer, R.E., & Anderson, R.B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444–452.
  191. Mayer, R.E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64–73.
  192. Mayer, R.E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390–397.
  193. Mayer, R.E., & DaPra, C.S. (2012). An embodiment effect in computer-based learning with animated pedagogical agents. Journal of Experimental Psychology: Applied, 18, 239–252.
  194. Mayer, R.E., Deleeuw, K.E., & Ayres, P. (2007). Creating retroactive and proactive interference in multimedia learning. Applied Cognitive Psychology, 21, 795–809.
  195. Mayer, R.E., Dow, G., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology, 95, 806–813.
  196. Mayer, R.E., & Estrella, G. (2014). Benefits of emotional design in multimedia learning. Learning and Instruction, 33, 12–18.
  197. Mayer, R.E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96, 389–395.
  198. Mayer, R.E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 279–315). New York: Cambridge University Press.
  199. Mayer, R.E., & Gallini, J.K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 88, 64–73.
  200. Mayer, R.E., Griffin, E., Jurkowitz, I.T., & Rothman, D. (2008). Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of Experimental Psychology: Applied, 14, 329–339.
  201. Mayer, R.E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active learning: Annotated illustrations versus narrated animations in multimedia instruction. Journal of Experimental Psychology: Applied, 11, 256–265.
  202. Mayer, R.E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187–198.
  203. Mayer, R.E., & Jackson, J. (2005). The case for coherence in scientific explanations: Quantitative details can hurt qualitative understanding. Journal of Experimental Psychology: Applied, 11, 13–18.
  204. Mayer, R.E., & Johnson, C.I. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100, 380–386.
  205. Mayer, R.E., & Johnson, C.I. (2010). Adding instructional features that promote learning in a game-like environment. Journal of Educational Computing Research, 42, 241–265.
  206. Mayer, R.E., Johnson, L., Shaw, E., & Sandu, S. (2006). Constructing computer-based tutors that are socially sensitive: Politeness in educational software. International Journal of Human Computer Studies, 64, 36–42.
  207. Mayer, R.E., Lee, H., & Peebles, A. (2014). Multimedia learning in a second language. Applied Cognitive Psychology, 28, 653–660.
  208. Mayer, R.E., Mathias, A., & Wetzell, K. (2002). Fostering understanding of multimedia messages through pretraining: Evidence for a two-stage theory of mental model construction. Journal of Experimental Psychology: Applied, 8, 147–154.
  209. Mayer, R.E., Mautone, P., & Prothero, W. (2002). Pictorial aids for learning by doing in a multimedia geology simulation game. Journal of Educational Psychology, 94(1), 171–185.
  210. Mayer, R.E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual coding hypothesis. Journal of Educational Psychology, 83, 484–490.
  211. Mayer, R.E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43–52.
  212. Mayer, R.E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91, 638-643.
  213. Mayer, R.E., & Pilegard, C. (2014). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 316–344). New York: Cambridge University Press.
  214. Mayer, R.E., & Sims, V. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389–401.
  215. Mayer, R.E., Sims., V., & Tajika, H. (1995). A comparison of how textbooks teach mathematical problem solving in Japan and the United States. American Educational Research Journal, 32, 443–460.
  216. Mayer, R.E., Sobko, K., & Mautone, P.D. (2003). Social cues in multimedia learning: Role of speaker’s voice. Journal of Educational Psychology, 95, 419–425.
  217. Mayer, R.E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31–43.
  218. Mayer, R.E., Stull, A., DeLeeuw, D., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Campbell, J., Knight, A., & Zhang, H. (2009). Clickers in college classrooms: Foster learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34, 51–57.
  219. McCrudden, M.T., Schraw, G., & Lehman, S. (2009). The use of adjunct displays to facilitate comprehension of causal relationships in expository text. Instructional Science, 37, 65–86.
  220. McCrudden, M.T., Schraw, G., Lehman, S., & Poliquin, A. (2007). The effect of causal diagrams on text learning. Contemporary Educational Psychology, 32, 367–388.
  221. McGonical, J. (2011). Reality is broken: How games make us better and they can change the world. New York: Penguin Press.
  222. McLaren, B.M., DeLeeuw, K.E., & Mayer, R.E. (2011). A politeness effect in learning with web-based intelligent tutors. International Journal of Human-Computer Studies, 69(1), 70–79.
  223. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education.
  224. Merrill, M.D. (2015). A summary of evidence-based principles of instruction. Educational Technology, 55(3), 49–51.
  225. Micas, I.C., & Berry, D. (2000). Learning a procedural task: Effectiveness of multimedia presentations. Applied Cognitive Psychology, 14, 555–575.
  226. Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological review, 63(2), 81.
  227. Moos, D.C., & Azevedo, R. (2008). Self-regulated learning with hypermedia: The role of prior domain knowledge. Contemporary Educational Psychology, 33(3), 270–298.
  228. Moos, D.C., & Marroquin, E. (2010). Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered. Computers in Human Behavior, 26, 265–276.
  229. Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32, 99–113.
  230. Moreno, R. (2005). Multimedia learning with animated pedagogical agents. In R.E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 507–524). New York: Cambridge University Press.
  231. Moreno, R. (2007). Optimizing learning from animations by minimizing cognitive load: Cognitive and affective consequences of signaling and segmentation methods. Applied Cognitive Psychology, 21, 765–781.
  232. Moreno, R. (2009). Learning from animated classroom exemplars: The case for guiding student teachers’ observations with metacognitive prompts. Educational Research and Evaluation, 15, 487–501.
  233. Moreno, R., & Mayer, R.E. (1999a). Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction, 17, 215–248.
  234. Moreno, R., & Mayer, R.E. (1999b). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358–368.
  235. Moreno, R., & Mayer, R.E. (2000a). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117–125.
  236. Moreno, R., & Mayer, R.E. (2000b). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 93, 724–733.
  237. Moreno, R., & Mayer, R.E. (2002a). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 156–163.
  238. Moreno, R., & Mayer, R.E. (2002b). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94, 598–610.
  239. Moreno, R., & Mayer, R.E. (2004). Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96, 165–173.
  240. Moreno, R., & Mayer, R.E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97, 117–128.
  241. Moreno, R., & Mayer, R.E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309–326.
  242. Moreno, R., & Mayer, R.E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97(1), 117–128.
  243. Moreno, R., Mayer, R.E., Spires, H., & Lester, J. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177–214.
  244. Moreno, R., & Ortegano-Layne, L. (2008). Using cases as thinking tools in teacher education: The role of representation format. Educational Technology Research and Development, 56, 449–465.
  245. Moreno, R., & Valdez, A. (2007). Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format. Journal of Educational Psychology, 99, 194–206.
  246. Muldner, K., Lam, R., & Chi, M.T.H. (2014). Comparing learning from observing and from human tutoring. Journal of Educational Psychology, 106(1), 69–85.
  247. Nass, C., & Brave, S. (2005). Wired for speech: How voice activates and advances the human-computer relationship. Cambridge, MA: MIT Press.
  248. National Research Council. (2006). Learning to think spatially. Washington, DC: National Research Council.
  249. Niederhauser, D.S., Reynolds, R.E., Salmen, D.J., & Skolmoski, P. (2000). The influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23, 237–255.
  250. Nihalani, P.K., Mayrath, M., & Robinson, D.H. (2011). When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect. Journal of Educational Psychology, 103, 776–785.
  251. Nilsson, R.M., & Mayer, R.E. (2002). The effects of graphic organizers giving cues to the structure of a hypertext document on users’ navigation strategies and performance. International Journal of Human-Computer Studies, 57, 1–6.
  252. Nievelstein, F., van Gog, T., vanDijck, G., & Boshuizen, H.P.A. (2013). The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases. Contemporary Educational Psychology, 38, 118–125.
  253. Nokes-Malach, T.J., Richey, J.E., & Gadgil, S. (2015). When is it better to learn together? Insights from research on collaborative learning. Educational Psychology Review, pp. 1–12.
  254. Noroozi, O., Weinberger, A., Biemans, H.J.A., Mulder, M., & Chizari, M. (2012). Argumentation-based computer supported collaborative learning (ABCSCL): A synthesis of 15 years of research. Educational Research Review, 7, 79–106.
  255. Ollerenshaw, A., Aidman, E., & Kidd, G. (1997). Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style, and multimedia illustrations on text comprehension. International Journal of Instructional Media, 24, 227–238.
  256. ONeil, H.F. (2005). What works in distance learning: Guidelines. Greenwich, CT: Information Age Publishing,
  257. O’Neil, H.F., Mayer, R.E., Herl, H.E., Niemi, C., Olin, K., & Thurman, R.A. (2000). Instructional strategies for virtual aviation training environments. In H.F. O’Neil & D.H. Andrews (Eds.), Aircrew training and assessment (pp. 105–130). Mahwah, NJ: Lawrence Erlbaum Associates.
  258. O’Neil, H.F., & Perez, R.S. (2008). Computer games and team and individual learning. Oxford, UK: Elsevier.
  259. Owens, P., & Sweller, J. (2008). Cognitive load theory and music instruction. Educational Psychology, 28, 29–45.
  260. Paas, F.G.W.C., & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
  261. Paas, F.G.W.C., & van Merriënboer, J.J.G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 351–371.
  262. Park, B., Moreno, R., Seufert, T., & Brunken, R. (2011). Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior, 27, 5–10.
  263. Pashler, H., Bain, P., Bottage, B., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning. Washington, DC: National Center for Educational Research, Institute of Education Sciences.
  264. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105–119.
  265. Patall, E.A., Cooper, H., & Robinson, J.C. (2008). The effects of choices on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134, 270–300.
  266. Pedra, A., Mayer, R.E., & Albertin, A.I. (2015). Role of interactivity in learning from engineering animations. Applied Cognitive Psychology, 29, 614–620.
  267. Pellegrino, J.W., & Hilton, M.L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: The National Academy of Sciences.
  268. Plant, E.A., Ericsson, K.A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96–116.
  269. Plass, J.L., Heidig, S., Hayward, E.O., Homer, B.D., & Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128–140.
  270. Pociask, F.D., & Morrison, G.R. (2008). Controlling split attention and redundancy in physical therapy instruction. Educational Technology Research and Development, 56, 379–399.
  271. Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61–86.
  272. Potelle, H., & Rouet, J.F. (2003). Effects of content representation and readers’ prior knowledge on the comprehension of hypertext. International Journal of Human Computer Studies, 58, 327–345.
  273. Prensky, M. (2006). Don’t bother me mom: I’m learning. St. Paul, MN: Paragon Press.
  274. Quilici, J.L., & Mayer, R.E. (1996). Role of examples in how students learn to categorize statistics word problems. Journal of Educational Psychology, 88(1), 144–161.
  275. Ransdell, S.E., & Gilroy, L. (2001). The effects of background music on word processed writing. Computers in Human Behavior, 17, 141–148.
  276. Rawson, K. (2015). The status of the testing effect for complex materials: Still a winner. Educational Psychology Review, 27, 327–331.
  277. Rawson, K.A., & Kintsch, W. (2005). Rereading effects depend on time of test. Journal of Educational Psychology, 97(1), 70–80.
  278. Reeves, B., & Nass, C. (1996). The media equation: How people treat computers, television, and new media like real people and places. New York: Cambridge University Press.
  279. Renkl, A. (2011). Instruction based on examples. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 272–295). New York: Routledge.
  280. Renkl, A. (2014). The worked examples principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 391–412). New York: Cambridge University Press.
  281. Renkl, A., Hilbert, T., & Schworm, S. (2009). Example-based learning in heuristic domains: A cognitive load theory account. Educational Psychology Review, 21, 67–78.
  282. Renninger, K.A., Hidi, S., & Krapp. A. (1992). The role of interest in learning and development. Mahwah, NJ: Lawrence Erlbaum Associates.
  283. Rey, G.D. (2011). Interactive elements for dynamically linked multiple representations in computer simulations. Applied Cognitive Psychology, 25(1), 12–19.
  284. Rey, G.D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216–237.
  285. Rickel, J., & Johnson, L.W. (2000). Task-oriented collaboration with embodied agents in virtual worlds. In J. Cassell, J. Sullivan, S. Prevost, & E. Churchill (Eds.), Embodied conversational agents (pp. 95–122). Cambridge, MA: MIT Press.
  286. Roelle, J., Berthold, K., & Renkl, A. (2014). Two instructional aids to optimize processing and learning from instructional explanations. Instructional Science, 42, 207–228.
  287. Rohrer, D., & Taylor, K. (2006). The effects of overlearning and distributed practice on the retention of mathematics knowledge. Applied Cognitive Psychology, 20, 1209–1224.
  288. Rosenbaum, D.A., Carlson, R.A., & Gilmore, R.O. (2001). Acquisition of intellectual and perceptual motor skills. Annual Review of Psychology, 52, 453–470.
  289. Roseth, C.J., Saltarelli, A.J., & Glass, C.R. (2011). Effects of face-to-face and computer-mediated constructive controversy on social interdependence, motivation, and achievement. Journal of Educational Psychology, 103, 804–820.
  290. Rouet, J.F., & Potelle, H. (2005). Navigational principles in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 287–312). New York: Cambridge University Press.
  291. Rourke, A., & Sweller, J. (2009). The worked-example effect using ill-defined problems: Learning to recognize designers’ styles. Learning and Instruction, 19, 185–199.
  292. Rummel, N., Spada, H., & Hauser, S. (2009). Learning to collaborate while being scripted or by observing a model. International Journal of Computer-Supported Collaborative Learning, 4, 69–92.
  293. Sanchez, C.A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34, 344–355.
  294. Schar, S.G., & Zimmerman, P.G. (2007). Investigating means to reduce cognitive load from animations: Applying differentiated measures of knowledge representation. Journal of Research on Technology in Education, 40, 64–78.
  295. Scheiter, K. (2014). The learner control principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 487–512). New York: Cambridge University Press.
  296. Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19, 481–494.
  297. Schmidt, H.E., & Moust, J.H.C. (2000). Factors affecting small-group tutorial learning: A review of research. In D.H. Evensen & C.E. Hmelo (Eds.), Problem-based learning. Mahwah, NJ: Lawrence Erlbaum Associates.
  298. Schmidt, H.G., Van der Molen, H.T., te Winkel, W.W.R., & Wijnen, W.H.F.W. (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44, 227–249.
  299. Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010a). A closer look at split attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20, 100–110.
  300. Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010b). Explaining the modality and contiguity effects: New insights from investigating students’ viewing behavior. Applied Cognitive Psychology, 24, 226–237.
  301. Schnackenberg, H.L., Sullivan, H.J., Leader, L.R., & Jones, E.E.K. (1998). Learner preferences and achievement under differing amounts of learner practice. Educational Technology Research and Development, 46, 5–15.
  302. Schnackenberg, H.L., & Sullivan, H.J. (2000). Learner control over full and lean computer based instruction under differing ability levels. Educational Technology Research and Development, 48, 19–35.
  303. Schneider, B., Carnoy, M., Kilpatrick, J., Schmidt, W.H., & Shavelson, R.J. (2007). Estimating causal effects. Washington, DC. American Educational Research Association.
  304. Schüler, A., Scheiter, K., & Gerjects, P. (2013). Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation. Computers in Human Behavior, 29, 1590–1601.
  305. Schüler, A., Scheiter, K., Rummer, R., & Gerjets, P. (2012). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning and Instruction, 22(2), 92–102.
  306. Schwamborn, A., Mayer, R.E., Thillmann, H., Leopold, C., & Leutner, D. (2010). Drawing as a generative activity and drawing as a prognostic activity. Journal of Educational Psychology, 102, 872–879.
  307. Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99, 285–296.
  308. Seabrook, R., Brown, G.D., & Solity, J.E. (2005). Distributed and massed practice: From laboratory to classroom. Applied Cognitive Psychology, 19, 107–122.
  309. Sears, D.A., & Reagin, J.M. (2013). Individual versus collaborative problem solving: Divergent outcomes depending on task complexity. Instructional Science, 41, 1153–1172
  310. Seufert, T., Schutze, M., & Brunken, R. (2009). Memory characteristics and modality in multimedia learning: An aptitude-treatment interaction study. Learning and Instruction, 19, 28–42.
  311. Shapiro, A.M., & Gordon, L.T. (2012). A controlled study of clicker-assisted memory enhancement in college classrooms. Applied Cognitive Psychology, 26, 635–643.
  312. Shapiro, A.M. (2008). Hypermedia design as learner scaffolding. Educational Technology Research and Development, 56, 29–44.
  313. Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
  314. Shavelson, R.J., & Towne, L. (Eds.). (2002). Scientific research in education. Washington, DC: National Academy Press.
  315. Singh, A., Marcus, N., & Ayres, P. (2012). The transient information effect: Investigating the impact of segmentation on spoken and written text. Applied Cognitive Psychology, 26, 848–853.
  316. Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64, 489–528.
  317. Sitzmann, T., Brown, K.G., Casper, W.J., Ely, K., & Zimmerman, R.D. (2008). A review and meta-analysis of the nomological network of trainee reactions. Journal of Applied Psychology, 93, 280–295.
  318. Slavin, R.E. (2014). Making cooperative learning powerful. Educational Leadership, 72(2), 22–26.
  319. Slobada, J.A., Davidson, J.W., Howe, M.J.A., & Moore, D.G. (1996). The role of practice in the development of performing musicians. British Journal of Psychology, 87, 287–309.
  320. Spector, J.M., Merrill, M.D., Elen, J., & Bishop, M.J. (2014). Handbook of research on educational communications and technology (4th ed.). New York: Springer.
  321. Spirgel, A.S., & Delaney, P.F. (2014). Does writing summaries improve memory for text? Educational Psychology Review, pp. 1–26.
  322. Stokes, D.E. (1997). Pasteur’s quadrant: Basic science and technology innovation. Washington, DC: Brookings Institution Press.
  323. Stone, N.J. (2000). Exploring the relationship between calibration and self-regulated learning. Educational Psychology Review, 4, 437–475.
  324. Stull, A., & Mayer, R.E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-generated graphic organizers. Journal of Educational Psychology, 99, 808–820.
  325. Sung, E., & Mayer, R.E. (2012a). When graphics improve liking but not learning from online lessons. Computers in Human Behavior, 28, 1618–1625.
  326. Sung, E., & Mayer, R.E. (2012b). Five facets of social presence in online distance education. Computers in Human Behavior, 28, 1738–1747
  327. Suthers, D.D., Vatrapu, R., Medina, R., Joseph, S., & Dwyer, N. (2008). Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments. Computers & Education, 50 (4), 1103–1127.
  328. Svetcov, D. (2000). The virtual classroom vs. the real one. Forbes, 166, 50–54.
  329. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
  330. Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185–233.
  331. Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load and selective attention as factors in the structuring of technical material. Journal of Experimental Psychology: General, 119, 176–192.
  332. Sweller, J., & Cooper, G.A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59–89.
  333. Tabbers, H.K., & de Koeijer, B. (2010). Learner control in animated multimedia instructions. Instructional Science, 38, 441–453
  334. Tabbers, H.K., Martens, R.L., & van Merriënboer, J.J.G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74(1), 71–81.
  335. Tallent-Runnels, M.K., Thomas, J.A., Lan, W.Y, Cooper, S., Ahern, T.C., Shaw, S.M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1) 93–135.
  336. Taminiau, E.M.C., Kester, L., Corbalan, G., Alessi, S.M., Moxnes, E., Gijselaers, W.H., Kirschner, P.A., & van Merriënboer, J.J.G. (2013). Why advice on task selection may hamper learning in on-demand education. Computers in Human Behavior, 29, 145–154.
  337. Taylor, K., & Rohrer, D. (2010) The effects of interleaved practice. Applied Cognitive Psychology, 24, 837–848.
  338. Tobias, S., & Fletcher, J.D. (Eds.). (2011). Computer games and instruction. Charlotte, NC: Information Age Publishing.
  339. Tversky, B., Morrison, J.B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247–262
  340. Um, E., Plass, J.L., Hayward, E.O., & Homer, B. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104, 485–498.
  341. Uttal, D.H., & Cohen, C.A. (2012). Spatial thinking and STEM education: When, why, and how? In. B.Ross (Ed.), Psychology of learning and motivation (Vol. 57; pp. 147–181). New York Academic Press.
  342. Van der Kleij, F.M., Feskens, C.W.R., & Eggen, T.J.H.M. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research. 0034653414564881.
  343. van Gog, T. (2014). The signaling (or cueing) principle in multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 263–278). New York: Cambridge University Press.
  344. Van Gog, T., & Kester, I. (2012). A test of the testing effect: acquiring problem-solving skills from worked examples. Cognitive Science, 36, 1532–1541.
  345. Van Gog, T., Kester, L., Dirkx, K., Hoogerheide, V., Boerboom, J., & Verkoeijen, P.P. (2015). Testing after worked example study does not enhance delayed problem-solving performance compared to restudy. Educational Psychology Review, 27(2), 265–289.
  346. Van Gog, T., Kester, I., & Paas, F.G.W.C. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices’ learning. Contemporary Educational Psychology, 36, 212–218.
  347. Van Gog, T., Paas, F.G.W.C., & van Merriënboer, J.J.G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211–222.
  348. Van Gog, T., Sluijsmans, D.M.A., Joosten-ten Brinke, D., & Prins, F.J. (2010). Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains. Educational Technology Research and Development, 58, 311–324.
  349. Van Gog, T., & Sweller, J. (2015). Not new, but nearly forgotten: The testing effect decreases or even disappears as the complexity of learning materials increases. Educational Psychology Review, 27, 247–264.
  350. Veletsianos, G., & Russell, G.S. (2014). Pedagogical agents. In J.M. Spector, M.D. Merrill, J. Elen, & M.J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 759–769). New York: Springer.
  351. Verkoeijen, P., & Tabbers, H. (2009). When quantitative details impair qualitative understanding of multimedia lessons. Educational Psychology, 29, 269–278.
  352. Violato, C., & Lockyer, J. (2006). Self and peer assessment of pediatricians, psychiatrists, and medicine specialists: Implications for self-directed learning. Advances in Health Sciences Education, 11, 235–244.
  353. Vogel, J.J., Vogel, D.S., Cannon-Bowers, J., Bowers, C.A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34, 229–243.
  354. Walczyk, J.J., & Hall, V.C. (1989). Effects of examples and embedded questions on the accuracy of comprehension self-assessments. Journal of Educational Psychology, 81, 435–437.
  355. Wang, N., Johnson, W.L., Mayer, R.E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human Computer Studies, 66, 98–112.
  356. Watson, G., Butterfield, J., Curran, R., & Craig, C. (2010). Do dynamic work instructions provide an advantage over static instructions in a small scale assembly task? Learning and Instruction, 20, 84–93.
  357. Wittwer, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytic review. Educational Psychology Review, 22, 393–409.
  358. Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22, 449–457.
  359. Wong, A. Marcus, N., Ayres, P., Smith, L., Cooper, G.A., Paas, F.G.W.C., & Sweller, J. (2009). Instructional animations can be superior to statics when learning human motor skills. Computers in Human Behavior, 25, 339–347.
  360. Wouters, P., Paas, F.G.W.C., & van Merriënboer, J.J.G. (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 78, 645–675.
  361. Wouters. P., van Nimwegen, C., van Oostendorf, H., & van der Spek, E. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105, 249–265.
  362. Yeh, K.H., & She, H.C. (2010). Online synchronous scientific argumentation learning: Nurturing students’ argumentation ability and conceptual change in science context. Computers and Education, 55, 586-602.
  363. Young, M.F., Slota, S., Cutter, A.B., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M., & Yukhymenko, M. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82, 61–89.
  364. Yue, C.L., Bjork, E.L., & Bjork, R.A. (2013). Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty? Journal of Educational Psychology, 105, 266–277.
..................Content has been hidden....................

You can't read the all page of ebook, please click here login for view all page.
Reset
18.222.111.24