Cited By

• Assessing the instructional video through the lens of educational learning theories

  Christina Churchill, University of North Texas, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 601–606

• The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment

  Chin-Wen Liao, Ching-Huei Chen & Sie-Jhih Shih

  Computers & Education Vol. 133, No. 1 (May 2019) pp. 43–55

• Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect

  Guido Makransky & Thomas S. Terkildsen, Department of Psychology, Denmark; Richard E. Mayer, Psychological and Brain Sciences, United States

  Learning and Instruction Vol. 61, No. 1 (June 2019) pp. 23–34

• The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load

  Jamie Costley, Kongju National University; Christopher Lange, Joongbu University

  The International Review of Research in Open and Distributed Learning Vol. 19, No. 1 (Feb 23, 2018)

• Effects of presentation mode on mobile language learning: A performance efficiency perspective

  I-Jung Chen, Chi-Cheng Chang, Jung-Chuan Yen & Jung-Chuan Yen

  Australasian Journal of Educational Technology Vol. 28, No. 1 (Jan 01, 2012)

• How pacing of multimedia instructions can influence modality effects: A case of superiority of visual texts

  Klaus Stiller, Annika Freitag, Peter Zinnbauer, Christian Freitag & Christian Freitag

  Australasian Journal of Educational Technology Vol. 25, No. 2 (Jan 01, 2009)

• The Impact of Keyword Caption Ratio on Foreign Language Listening Comprehension

  Kevin Rooney, University College, United Arab Emirates University, Al Ain, United Arab Emirates

  International Journal of Computer-Assisted Language Learning and Teaching Vol. 4, No. 2 (April 2014) pp. 11–28

• Interactive Multimedia Module with Pedagogical Agents: Formative Evaluation

  Tien Tien Lee & Kamisah Osman

  International Education Studies Vol. 5, No. 6 (2012) pp. 50–64

• Using Multiple Representations to Build Conceptual Understanding in Science and Mathematics

  Yash Patel & Sara Dexter, University of Virginia, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1304–1309

• First Year Undergraduate Students’ Perception of the Effectiveness and Transfer of Multimedia Training

  Merideth Dee & Valerie Bryan, Florida Atlantic University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1884–1889

• Learning about the Genetic Fingerprint with Dynamic and Static Multimedia Instructions. When an E-Script is Sufficient!

  Klaus Stiller & Peter Zinnbauer, University of Regensburg, Germany

  EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 1209–1218

• Descriptive Writing: Does Dynamic Visual Help?

  Mona Masood, Universiti Sains Malaysia, Malaysia

  Global Learn 2011 (Mar 28, 2011) pp. 1393–1401

• Integrating Multimedia in Elementary Mathematics to Improve Mathematical Learning

  Yuliang Liu, SOUTHERN ILLINOIS UNIVERSITY EDWARDSVILLE, United States

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 466–470

• Vodcasts and Captures: Using Multimedia to Improve Student Learning in Introductory Biology

  J.d. Walker, Research & Evaluation, Office of Information Technology, University of Minnesota, United States; Sehoya Cotner, Biology Program, University of Minnesota, United States; Nicholas Beermann, Milwaukee Public Schools, United States

  Journal of Educational Multimedia and Hypermedia Vol. 20, No. 1 (January 2011) pp. 97–111

• Are 70% of Designers Wrong About Effective E-Learning Strategies?

  Daniel Bliton, Aimee Norwood & Kendra Herlig, Booz Allen Hamilton, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1578–1583

• Narration or Visual Text: When Does Modality Effect Apply?

  Slava Kalyuga, University of New South Wales, Australia

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1052–1058

• Narration in Multimedia Learning Environments: Exploring the Impact of Voice Origin, Gender, and Presentation mode

  Caroline Harrison & Atkinson Robert, Arizona State University, United States

  EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 980–985

• Pilot Study of a Multimedia Instructional Program for Project-Based Teaching ESL Grammar with Embedded Tracking

  Natalya Koehler, Ann Thompson & Kajal Shah, Iowa State University, United States

  Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3301–3306

• How Effective Do Students Perceive Different Types of Multi-Media Deliveries of Course Content?

  Holly Wilson & Bailong Jiao, Alliant International University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 221–226

• Working Memory Capacity and Mobile Multimedia Learning Environments: Individual Differences in Learning While Mobile

  Peter E. Doolittle & Gina J. Mariano, Virginia Tech, United States

  Journal of Educational Multimedia and Hypermedia Vol. 17, No. 4 (October 2008) pp. 511–530

• Influences on Visual Attentional Distribution in Multimedia Instruction

  Eric Wiebe & Leonard Annetta, North Carolina State University, United States

  Journal of Educational Multimedia and Hypermedia Vol. 17, No. 2 (April 2008) pp. 259–277

• The Effects of Using Different Types of Multimedia Presentations on Thai Seventh-grade Learners’ Understanding of a Social Studies Text

  Rosarin Adulseranee & Prof. James Lockard, Northern Illinois University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 2283–2288

• The Effect of Positive Emotions on Multimedia Learning

  Eunjoon Rachel Um, Hyuksoon Song & Jan Plass, New York University, United States

  EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 4176–4185

• The effect of learners’ positive emotions in multimedia based learning

  Eunjoon Rachel Um & Hyuksoon Song, New York University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1483–1488

• The Effects of Multimedia Presentations on the Learning Efficiency of Assembly Instructions

  Ying-Hua Guan, Chung Yuan Christian University, Taiwan

  EdMedia + Innovate Learning 2006 (June 2006) pp. 2541–2547

• Cognitive Load Considerations for Scaffolding in Computer-Based Collaborative Learning Environments

  Wayne Slabon, Florida State University, United States

  EdMedia + Innovate Learning 2006 (June 2006) pp. 1317–1324

• Broadening Established Theories of Multimedia Learning: An Extended Model of Multimedia Learning Design Based on Learning Object Technology

  Thanasis Giouvanakis, Haido Samaras, Despina Bousiou & Konstantinos Tarabanis, University of Macedonia, Greece

  EdMedia + Innovate Learning 2006 (June 2006) pp. 507–514

• Linking Audio And Visual Information While Navigating In A Virtual Reality Kiosk Display

  Briana Sullivan, Colin Ware & Matthew Plumlee, Data Visualization Research Lab, UNH, United States

  Journal of Educational Multimedia and Hypermedia Vol. 15, No. 2 (April 2006) pp. 217–241

• Supporting the Active Learning Process

  Ulrik Schroeder, Aachen University, Germany; Christian Spannagel, Ludwigsburg University of Education, Germany

  International Journal on E-Learning 5 (April 2006) pp. 245–264

• All or Nothing: Levels of Sociability of a Pedagogical Software Agent and its Impact on Student Perceptions and Learning

  Kathryn Hershey Dirkin & Punya Mishra, Michigan State University, United States; Ellen Altermatt, Hanover College, United States

  Journal of Educational Multimedia and Hypermedia Vol. 14, No. 2 (April 2005) pp. 113–127

• Low Level Architecture: Initial Reports from the Classroom

  Michael Piller, National Defense Unveristy, United States; Michael Miller, National Defense University, United States

  EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 4352–4356

• Cognitive Style’s influence on Media Preference: Does it matter or do they know?

  Michael M. Phillips, Michigan State University, United States

  EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 1023–1028

• Principal factors of an audio reading delivery mechanism: Evaluating educational use of the iPod

  Michael Miller & Michael Piller, National Defense University, United States

  EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 260–267

• Assessing the Effectiveness of Multimedia Environments: Empirically-Based Guidelines for Teachers

  Roxana Moreno, University of New Mexico, United States

  Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3716–3719

• An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design

  Patricia Deubel, Educational Consultant,Ohio, United States

  Journal of Educational Multimedia and Hypermedia Vol. 12, No. 1 (2003) pp. 63–90

• DIVIDED ATTENTION IN MULTIMEDIA LEARNING

  Bruce Mann, Memorial University, Canada; Paul Newhouse, Jeremy Pagram & Alistair Campbell, Edith Cowan University, Australia

  EdMedia + Innovate Learning 2000 (2000) pp. 1444–1447

• Meaningful Design for Meaningful Learning: Applying Cognitive Theory to Multimedia Explanations

  Roxana Moreno & Richard Mayer, University of California, Santa Barbara, United States

  EdMedia + Innovate Learning 2000 (2000) pp. 782–787

• Life-Like Pedagogical Agents in Constructivist Multimedia Environments: Cognitive Consequences of their Interaction

  Roxana Moreno & Richard Mayer, University of California, Santa Barbara, United States; James Lester, North Carolina State University, United States

  EdMedia + Innovate Learning 2000 (2000) pp. 776–781

• Integrated Model of Multimedia Effects on Learning

  Andy Hede, University of the Sunshine Coast, Australia

  Journal of Educational Multimedia and Hypermedia Vol. 11, No. 2 (2002) pp. 177–191

• Using Multimedia to Teach Use-of-Force Principles to US Government Law-Enforcement Personnel

  Peter Seaman, US Coast Guard Training Center Petaluma, CA, USA, United States

  EdMedia + Innovate Learning 2003 (2003) pp. 3119–3121

• Multiple Channel Redundancy: Guidelines for Facilitating Learning through the Effective Presentation of Multiple Forms of Information

  Jung Lim, Florida State University, United States

  EdMedia + Innovate Learning 2003 (2003) pp. 2666–2673

• Is Dual-Modality Presentation Really Beneficial?

  Ying-Hua Guan, University of Bielefeld, Germany

  EdMedia + Innovate Learning 2003 (2003) pp. 2650–2653

• The Effects of Pedagogical Agent Voice and Animation on Learning, Motivation and Perceived Persona

  Amy Baylor, Jeeheon Ryu & E Shen, Florida State University, United States

  EdMedia + Innovate Learning 2003 (2003) pp. 452–458

• Implementation of an Online Learning Environment for Healthcare Professionals: Experience and Lessons Learned

  Paula Sanderson & Robert Carter, Philips Medical Systems, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 921–926

• Pedagogical Agents in Virtual Reality Environments: Do Multimedia Principles Still Apply?

  Roxana Moreno, University of New Mexico, United States

  EdMedia + Innovate Learning 2002 (2002) pp. 1374–1379

• Does an agent matter?: The Effects of Animated Pedagogical Agents on Multimedia Environments

  Barry Gholson & Scotty Craig, University of Memphis, United States

  EdMedia + Innovate Learning 2002 (2002) pp. 357–362

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