References

1. Baddeley, A.D. (1992). Is working memory working? Quarterly Journal of Experimental Psychology, 44A(1), 1-31.
2. Barron, A.E., & Atkins, D. (1994). Audio instruction in multimedia education: Is textual redundancy important? Journal of Educational Multimedia and Hypermedia, 3(3 /4), 295-306.
3. Beccue, B., Vila, J., & Whitley, L.K. (2001). The effects of adding audio instructions to a multimedia computer based training environment. Journal of Educational Multimedia and Hypermedia, 10(1) , 47-67.
4. Clark, R.E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53 (4), 445-459.
5. Clark, R.E. (1994). Reconsidering research on learning from media. Educational Technology Research& Development, 42(2), 21-29.
6. Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner compre-188 Hede
7. Dubois, M., & Vial, I. (2000). Multimedia design: The effects of relating multimodal information. Journal of Computer Assisted Learning, 16, 157-165.
8. Farrell, I., & Moore, D. (2000). The effect of navigation tools on learners’ achievement and attitude in a hypermedia environment. Journal of Educational Technology Systems, 29(2), 169-181.
9. Fetherston, T. (1998). A socio-cognitive framework for researching learning with IMM. Australian Journal of Educational Technology, 14(2), 98-106. Retrieved from the WorldWide Web May 13, 2002 from: http://cleo.murdoch.edu.au/ajet/ajet14/fetherston.html
10. Grimes, T. (1990). Audio-video correspondence and its role in attention and memory. Educational Technology Research and Development, 38(2), 15-25. Hede , A.J. (1980). The pre-post cueing technique in the study of selective attention, Acta Psychologica , 46 , 115-128.
11. Hede, A.J. (1976). Selective attention as a perceptual process in vision and hearing. Unpub l ished doctoral dissertation. University of Sydney, Australia.
12. Jonassen, D. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm. Educational Technology Research& Development, 39(3), 5-14.
13. Jonassen, D.H., Campbell, J.P., & Davidson, M.E. (1994). Learning with media: Restructuring the debate. Educational Technology Research& Development, 42 (2), 31-39.
14. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and in-s truc t iona l design. Human Factors, 40(1), 1-17.
15. Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371.
16. Kalyuga, S. (2000). When using sound with a text or picture is not beneficial for learning. Australian Journal of Educational Technology, 16(2), 161-172. Retrieved from the WorldWide Web May 13, 2002 from: http://cleo.murdoch.edu.au/ajet/ajet16/kalyuga.html
17. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Experimental Psychology, 92(1), 126-136.
18. Kettanurak, V., Ramamurthy, K., & Haseman, W.D. (2001). User attitude as a mediator of learning performance improvement in an interactive multimedia environment: An empirical investigation of the degree of interactivity and learnings ty les. International Journal of Human-ComputerS tud ies , 54, 541-583.
19. Kozma, R.B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research& Development, 42 (2), 7-19.
20. Kraus, L.A., Reed, W.M., & Fitzgerald, G.E. (2001). The effects of learnings ty le and hypermedia prior experience on behavioral disorders knowledge and time on task: A case-based hypermedia environment. Computers in Human Behavior, 17, 125-140.
21. Lang, A. (1995). Defining audio/video redundancy from a limited-capacity information processing perspective. Communication Research, 22(1), 86-115.
22. Liao, Y. (1999). Effects of hypermedia on students’ achievement: A metaana lys is. Journal of Educational Multimedia and Hypermedia, 8(3), 255-277.
23. Liao, Y. (1998). Effects of hypermedia versus traditional instruction on students’ achievement: A meta-analysis. Journal of Research on Computing in Education, 30(4), 341-360.
24. Mayer, R.E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90 (2), 312-320.
25. 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(1), 64-73.
26. Mayer, R.E., & Sims, V.K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86 (3), 389-401.
27. Mayer, R.E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484-490.
28. McNeil, B.J., & Nelson, K.R. (1991). Meta-analysis of interactive video instruction: A 10-year review of achievement effects. Journal of Computer-Based Instruction, 18(1), 1-6.
29. Mousavi, S.Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational 190 Hede Najjar , L.J. (1998). Principles of educational multimedia interface design. Human Factors, 40(2), 311-323. Retrieved from the WorldWide Web May 1 3 , 2 0 0 2 from: http://e z proxy. U s c. E d u. A u : 2 0 5 3 / p q d web? Did= 000000033266109&Fmt=3&Deli=1&Mtd=1&Idx=1&Sid=2&RQT=309&L=1
30. Niaz, M., & Logie, R.H. (1993). Working memory, mental capacity and science education: Towards an understanding of the “working memory overload hypothesis.” Oxford Review of Education, 19(4) , 511-525. Paivio , A. (1991). Dual coding theory: Retrospect and current status. Cana-d ian Journal of Psychology, 45(3) , 255-287. Penney , C.G. (1989). Modality effects and the structure of short-term memory. Memory& Cognition, 17(4) , 398-422.
31. Rodrigues, S. (2000). The interpretive zone between software designers and a science educator: Grounding instructional multimedia design in learning theory. Journal of Research on Computing in Education, 33(1) , 1-15.
32. Sekaran, U. (2000). Research methods in business. New York: John Wiley& Sons.
33. Sims, R. (2000). An interactive conundrum: Constructs of interactivity and learning theory. Australian Journal of Educational Technology, 16(1) , 45-57. Retrieved from the WorldWide Web May 13 , 2002 from: http://cleo.murdoch.edu.au/ajet/ajet16/sims.html
34. Smith, S.M., & Woody, P.C. (2000). Interactive effect of multimedia in-s truc t ion and learnings ty les. Teaching of Psychology, 27(3) 220-224. Stemler , L.K. (1997). Educational characteristics of multimedia: A literature review. Journal of Educational Multimedia and Hypermedia, 6(3 / 4) , 339-359.
35. Stoney, S., & Oliver, R. (1999). Can higher order thinking and cognitive engagement be enhanced with multimedia? Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 1(2). Retrieved from the WorldWide Web May 13 , 2002 from: http://imej.wfu.edu/ar DASHDASH
36. Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Ap-p l ied, 3 (4), 257-287.
37. Tripp, S. (2001). Cognitive navigation: Toward a biological basis for in-s truc t iona l design. Educational Technology& Society, 4(1), 41-49. Tuovinen, J.E. (2001a). Cognitive learning analysis for strategic educational media development planning. In C. Montgomerie& J. Viteli (Eds.) , Proceedings of ED-MEDIA, 2001 World Conference on Educational Multimedia, Hypermedia& Telecommunications (pp. 1906-1911).

Cited By

• Overloading on Slides: Cognitive Load Theory and Microsoft’s Slide Program PowerPoint

  Elizabeth Cooper, Master's Candidate, University of Memphis, United States

  AACE Review (formerly AACE Journal) Vol. 17, No. 2 (April 2009) pp. 127–135

• Multimedia Tools (Proprietary, Open Source and Freeware) for Developers

  Florence Martin, University of North Carolina - Wilmington, United States; Lucas Gillispie, University of North Carolina Wilmington, United States

  Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 601–606

• The Effects of Spatial Visualization Ability and Graphical Navigational Aids on Cognitive Load and Learning from Web-Based Instruction

  Andrew Morozov, University of Washington, United States

  Journal of Educational Multimedia and Hypermedia Vol. 18, No. 1 (January 2009) pp. 27–70

• Audio Use in E-Learning: What, Why, When, and How?

  Brendan Calandra, Georgia State University, United States; Ann E. Barron, University of South Florida, United States; Ingrid Thompson-Sellers, Georgia State University, United States

  International Journal on E-Learning 7 (October 2008) pp. 589–601

• Learning Through Multimedia: Speech Recognition Enhancing Accessibility and Interaction

  Mike Wald, University of Southampton, United Kingdom

  Journal of Educational Multimedia and Hypermedia Vol. 17, No. 2 (April 2008) pp. 215–233

• Designing Multimedia Learning Environments Using Learning Object Technology

  Haido Samaras, Despina Bousiou, Thanasis Giouvanakis & Konstantinos Tarabanis, UoM, Greece

  EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 3996–4004

• Interactive Multimedia Environment (IME): Introductory programming education

  Christos Basdekidis, General Department, Aristotle University of Thessaloniki, Greece, Greece; Zacharias Manousaridis, Aristotle University of Thessaloniki, School of Technology, Greece; Dimitrios Chatzopoulos, General Department, Aristotle University of Thessaloniki, Greece, Greece

  EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1436–1443

• 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

• Towards a New Generation of Multimedia Learning Research

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

  AACE Review (formerly AACE Journal) Vol. 14, No. 1 (January 2006) pp. 3–30

• INTEGRATING INTERNET-BASED MULTIMEDIA MATERIALS INTO THE MINORITY GAELIC LANGUAGE CURRICULUM A STUDENT-CENTERED APPROACH

  Daithí Ó Murchú, Trinity College Dublin Ireland, Ireland

  Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2679–2686

• Hypermedia Applications in Teaching and Learning Environments: Exploring the Role of Databases as Intermediaries

  Richard Hartshorne & Richard Ferdig, University of Florida, United States

  Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1729–1734

• An Integrated Model of Multimedia Learning and Motivation

  Hermann Astleitner & Christian Wiesner, University of Salzburg, Austria

  Journal of Educational Multimedia and Hypermedia Vol. 13, No. 1 (January 2004) pp. 3–21

• The Virtual Study Desk: Towards Learning-Styles Based User Modeling for Content Adaptation in Online Learning Environments

  Jan Jungclaus, Peter Stephenson, Dorothee Schmitz & Miguel Encarnacao, imedia - The ICPNM Academy, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1636–1639

• Media for Mastery: Developing Online and CD-ROM Learning Objects that Support Technology Competencies

  Savilla Banister, D. Robert Banister & Rachel Vannatta, Bowling Green State University, United States

  EdMedia + Innovate Learning 2004 (2004) pp. 4888–4890

• Towards a New Generation of Research Regarding the Influence of Multimedia on Learning

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

  EdMedia + Innovate Learning 2004 (2004) pp. 4285–4292

• Are There Gender Differences in Web-Based Learning? An Integrated Model and Related Effect Sizes

  Hermann Astleitner, University of Salzburg, Austria; Richard Steinberg, City College of New York, United States

  AACE Review (formerly AACE Journal) Vol. 13, No. 1 (2005) pp. 47–63

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.