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["Descripción: Artículos identificados a través de Scopus. Ecuación de búsqueda: TS=(\"Cognitive theory of multimedia learning\"  OR  \"principles of multimedia learning\")"]
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["Authors","Title","Year","Source title","Volume","Cited by","DOI","Link","Abstract","Index Keywords","Language of Original Document","Document Type","Publication Stage","Open Access"]
["Noetel M., Griffith S., Delaney O., Harris N.R., Sanders T., Parker P., del Pozo Cruz B., Lonsdale C.","Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis",2022,"Review of Educational Research",92,2,"10.3102/00346543211052329","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117833790&doi=10.3102%2f00346543211052329&partnerID=40&md5=31ffb400c5a2c901c32d82ce0c3fb996","Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalization, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators. © 2021 AERA.","","English","Article","Final",""]
["Cojean S., Jamet E.","Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes",2022,"British Journal of Educational Technology",53,null,"10.1111/bjet.13164","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114921997&doi=10.1111%2fbjet.13164&partnerID=40&md5=da58e614d920de502ab112675437ddd9","Learning from videos is becoming an important part of educational activities, but video content may be difficult to process, mainly because its organization is not very salient in this medium. The learner's organization process should be enhanced by (1) displaying the structure (ie, table of contents) in the video-based environment, and (2) proposing interactivity tools (interactive table of contents and cued timeline) to use this structure in a more efficient way. A total of 57 participants (higher education students) were divided into three groups (no table of contents, table of contents, and interactive table of contents) to assess the effects of displaying a structure on learning outcomes and behaviours. Results showed that tables of contents boosted topic recall, and interactivity allowed learners to perform more relevant reviewing behaviours. However, reviewing behaviours appear to be broadly timeline-driven, and learners did not actively use the interactive table of contents. No significant effect was found on other learning outcomes (ie, content memorization and comprehension). One suggestion is that a table of contents, especially when it is interactive, can be an organizational aid during the construction of a mental model, but learners may underestimate its usefulness. Practitioner notes What is already known about this topic Educational videos are increasingly being used for learning According to the cognitive theory of multimedia learning, organizing incoming information is essential for learning In written documents, a table of contents may serve as an organizational aid In information-seeking tasks, an interactive table of contents improves localization. What this paper adds Adding a table of contents to a video may promote topic recall, but not content learning. An interactive table of contents may enhance consultation strategies (eg, reviewing information). Learners tend to use timelines, rather than tables of contents, to navigate videos. Implications for practice When designing an educational video, adding an interactive table of contents may enhance the quality of learning. Different strategies seem to be employed by learners, with some of them displaying no reviewing behaviours at all. Learners may underestimate the usefulness of the table of contents, so it may be necessary to encourage then to use it. © 2021 British Educational Research Association","Education; Educational technology; Cognitive theory of multimedia learning; Educational activities; Educational videos; Higher education students; Information seeking; Interactive tables; Learning from videos; Quality of learning; Education computing","English","Article","Final","All Open Access, Green"]
["Longo L., Orrú G.","Evaluating instructional designs with mental workload assessments in university classrooms",2022,"Behaviour and Information Technology",41,1,"10.1080/0144929X.2020.1864019","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097987136&doi=10.1080%2f0144929X.2020.1864019&partnerID=40&md5=0c47a3b27e4ffd7fdb9abd082edeeb73","Cognitive cognitive load theory (CLT) has been conceived for improving instructional design practices. Although researched for many years, one open problem is a clear definition of its cognitive load types and their aggregation towards an index of overall cognitive load. In Ergonomics, the situation is different with plenty of research devoted to the development of robust constructs of mental workload (MWL). By drawing a parallel between CLT and MWL, as well as by integrating relevant theories and measurement techniques from these two fields, this paper is aimed at investigating the reliability, validity and sensitivity of three existing self-reporting mental workload measures when applied to long learning sessions, namely, the NASA Task Load index, the Workload Profile and the Rating Scale Mental Effort, in a typical university classroom. These measures were aimed at serving for the evaluation of two instructional conditions. Evidence suggests these selected measures are reliable and their moderate validity is in line with results obtained within Ergonomics. Additionally, an analysis of their sensitivity by employing the descriptive Harrell-Davis estimator suggests that the Workload Profile is more sensitive than the Nasa Task Load Index and the Rating Scale Mental Effort for long learning sessions. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","NASA; Cognitive load theory; Cognitive loads; Instructional designs; Learning sessions; Measurement techniques; Mental workload; Mental workload assessments; University classrooms; Ergonomics","English","Article","Final","All Open Access, Green"]
["Castro-Alonso J.C., de Koning B.B., Fiorella L., Paas F.","Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load",2021,"Educational Psychology Review",33,13,"10.1007/s10648-021-09606-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102374713&doi=10.1007%2fs10648-021-09606-9&partnerID=40&md5=25bc1c32aac57b536906b56884a35d00","Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and drawings to complement texts); (b) the split-attention effect or spatial contiguity principle (show texts contiguously or integrated with visualizations); (c) the redundancy effect, alike the coherence principle (remove nonessential learning information); (d) the signaling principle (cue or signal essential learning information); and (e) the transient information effect or segmenting principle (segment or control the pace of animations and videos). Usually, both cognitive theories have investigated solutions that instructors, teachers, and designers should pursue to optimize students’ learning. Here, in a novel approach, we show that these strategies can also be used by learners who want to self-manage their cognitive load and learning process. We provide several examples of both instructor- and learner-managed solutions aligned with these strategies. When assessing which agent, either the instructor or the learner, was most effective, we observed mixed results in the literature. However, the expertise reversal effect may help predict the direction of these effects: novice students may learn better under instructor-managed conditions, whereas more expert students may learn more under learner-managed conditions. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","","English","Review","Final","All Open Access, Bronze, Green"]
["Hadie S.N.H., Tan V.P.S., Omar N., Nik Mohd Alwi N.A., Lim H.L., Ku Marsilla K.I.","COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation",2021,"Frontiers in Medicine",8,4,"10.3389/fmed.2021.739238","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117220176&doi=10.3389%2ffmed.2021.739238&partnerID=40&md5=a4a77ead7b6e2e3705454684065e431b","This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines. © Copyright © 2021 Hadie, Tan, Omar, Nik Mohd Alwi, Lim and Ku Marsilla.","adult; Article; cognition; controlled study; coronavirus disease 2019; demography; electrocardiography; female; health practitioner; human; information processing; intrinsic motivation; major clinical study; male; medical student; osseointegration; problem based learning; scanning electron microscopy; undergraduate student; vocational education; working memory; young adult","English","Article","Final","All Open Access, Gold, Green"]
["Dirkx K.J.H., Skuballa I., Manastirean-Zijlstra C.S., Jarodzka H.","Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking",2021,"Instructional Science",49,1,"10.1007/s11251-021-09542-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114111545&doi=10.1007%2fs11251-021-09542-9&partnerID=40&md5=3707508813a4cde376a526a008bc88bc","The use of computer-based tests (CBTs), for both formative and summative purposes, has greatly increased over the past years. One major advantage of CBTs is the easy integration of multimedia. It is unclear, though, how to design such CBT environments with multimedia. The purpose of the current study was to examine whether guidelines for designing multimedia instruction based on the Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) will yield similar effects in CBT. In a within-subject design, thirty-three vocational students completed a computer-based arithmetic exam, in which half of the items were presented in an original design format, and the other half was redesigned based on the CTML principles for instructional design (i.e., adapted format). Results showed that applying CTML principles to a CBT decreased the difficulty of the test items, i.e., students scored significantly higher on the adapted test items. Moreover, eye-tracking data showed that the adapted items required less visual search and increased attention for the question and answer. Finally, cognitive load, measured as silent pauses during a secondary think-aloud task, decreased. Mean fixation duration (a different indicator of cognitive load), however, did not significantly differ between adapted and original items. These results indicate that applying multimedia principles to CBTs can be beneficial. It seems to prevent cognitive overload and helps students to focus on important parts of the test items (e.g., the question), leading to better test results. © 2021, The Author(s).","","English","Article","Final","All Open Access, Hybrid Gold"]
["Castro-Alonso J.C., Wong R.M., Adesope O.O., Paas F.","Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis",2021,"Educational Psychology Review",33,15,"10.1007/s10648-020-09587-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098620376&doi=10.1007%2fs10648-020-09587-1&partnerID=40&md5=135aad63a5db1b38da3f46b074d3fc65","Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents’ characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents’ characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N = 2104) revealed a small overall effect (g+ = 0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+ = 0.38) tended to be more effective than 3D agents (g+ = 0.11). As predicted by the computers are social actors hypothesis, most of the agents’ characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC part of Springer Nature.","","English","Article","Final","All Open Access, Green"]
["Aysolmaz B., Reijers H.A.","Animation as a dynamic visualization technique for improving process model comprehension",2021,"Information and Management",58,5,"10.1016/j.im.2021.103478","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105544453&doi=10.1016%2fj.im.2021.103478&partnerID=40&md5=badd7a5db7ff655d96bd9bf09bde7fdc","Process models are widely used for various system analysis and design activities, but it is challenging for stakeholders to understand these complex artifacts. In this work, we focus on the use of dynamic visualization techniques, in particular animation, to help reduce users’ cognitive load when making sense of process models. We built on the principles of the cognitive theory of multimedia learning, cognitive load theory, and cognitive dimensions framework to develop an adaptive animation solution. Our experiments suggested that process model comprehension improves when users of process models are provided with animation features; the effect is moderated by process modeling expertise according to a U-shape. Our study contributes to the field of conceptual modeling by making a strong case for the use of animation to support complex problem-solving tasks. Moreover, our animation solution offers ample opportunities for being integrated into industrial modeling tools. © 2021 The Author(s)","Visualization; Cognitive dimensions; Cognitive load theory; Cognitive theory of multimedia learning; Complex problem solving tasks; Conceptual model; Dynamic visualization; Industrial modeling; System analysis and design; Animation","English","Article","Final","All Open Access, Hybrid Gold, Green"]
["Gansemer-Topf A.M., Paepcke-Hjeltness V., Russell A.E., Schiltz J.","“Drawing” your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology",2021,"Innovative Higher Education",46,1,"10.1007/s10755-020-09542-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102360819&doi=10.1007%2fs10755-020-09542-6&partnerID=40&md5=c4f3915b7657e1b29c172400478a240f","Sketchnoting is a design methodology that involves communicating concepts visually. This active learning tool has shown potential for influencing student learning but its applications have been limited. Adopting the principles of research related to the Scholarship of Teaching and Learning and employing Mayer’s cognitive theory of multimedia learning, our interdisciplinary team from industrial design, biology, and education incorporated this pedagogical tool in an undergraduate upper-level ecology course and assessed its effectiveness. We found that students’ perceptions of the value of using tools such as sketchnoting did not significantly change after being introduced to the tool, but over two-thirds of students found the tool valuable and would recommend it to other students. The percentages of students who used the tool never or seldom, remained similar over the semester, but a much higher percentage of students increased their use of sketchnoting. We found that there were differences in how students utilized sketchnoting for learning. Students reported the importance of using sketchnoting for communicating. Because drawings are critical ways to communicate science, teaching visual representation techniques such as sketchnoting can improve science students’ability to identify and solve problems; subsequently improving their long-term success. Additional research exploring why and how this approach could be integrated within college coursework and how it can support learning in science is needed. Framed as an example of SoTL work, our efforts also highlight the iterative nature of these projects and the importance for researchers and faculty members to embrace the multiple roles of teacher and learner. © 2021, The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature.","","English","Article","Final",""]
["Greenberg K., Zheng R., Gardner M., Orr M.","Individual differences in visuospatial working memory capacity influence the modality effect",2021,"Journal of Computer Assisted Learning",37,4,"10.1111/jcal.12519","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097851493&doi=10.1111%2fjcal.12519&partnerID=40&md5=594e356a4b485657c6443de12073546a","The cognitive theory of multimedia learning postulates learning information in a dual-modality design is more effective than in a single modality, which is known as the modality effect. Research has found that the modality effect supports problem-solving learning, but not retention-based learning. This divergence in findings can be explained by the mediating effects of individual differences in visuospatial working memory. The current study confirmed the modality effect, showing superiority of dual-modality over single modality. Results revealed a significant interaction between visuospatial working memory and modality by retention, but no such interaction was obtained for problem solving. It was found that learners with low visuospatial working memory scored higher on retention in dual modality than these in single modality. Interestingly, no differences were found for learners with high visuospatial working memory on retention in both single- and dual-modality conditions. The findings may explain for whom the modality effect works in relation to retention. Finally, the analysis showed no association between modality conditions and subtypes of cognitive load, that is, extraneous and germane cognitive load. © 2020 John Wiley & Sons Ltd","","English","Article","Final",""]
["Iverson N., Subbaraj L., Babik J.M., Brondfield S.","Evaluating an Oncology Video Curriculum Designed to Promote Asynchronous Subspecialty Learning for Internal Medicine Residents",2021,"Journal of Cancer Education",36,1,"10.1007/s13187-021-01968-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099993844&doi=10.1007%2fs13187-021-01968-6&partnerID=40&md5=f3179db1c4d84e2b7b64a6ffeb869601","Internal medicine (IM) residents frequently see patients in subspecialty clinics. However, there are few published core subspecialty curricula targeted to residents’ learning and practical needs, and little guidance exists regarding delivery of core subspecialty content to residents rotating across multiple clinical sites. Our study objective was to evaluate a novel oncology video curriculum for IM residents as a model for asynchronous subspecialty resident learning. Using the cognitive theory of multimedia learning, we developed a five-part oncology video curriculum targeted specifically to the needs of IM residents. All second- and third-year residents rotating in oncology clinics from October 2018 to March 2019 at a single training program were invited to participate. We evaluated curricular demand, efficacy, and acceptability, using completion rates, knowledge tests, and a survey. Twenty-eight of 31 (90.3%) residents utilized the curriculum. Resident knowledge improved after utilizing the modules, by 36.9% from pre- to posttests (95% CI [31.3-42.5]; P<0.001) and 13.7% from pre- to delayed posttests (95% CI [7.5-20.0]; P<0.001). Twenty-four of 31 (77.4%) answered the survey. Most residents agreed or strongly agreed that the curriculum contributed to their knowledge (95.2%) and added educational value beyond the clinical rotation (93.1%). Our curriculum evaluation supports the asynchronous delivery of oncology education targeted to the learning needs of IM residents using a novel core video curriculum. These curricular methods provide a model for delivering subspecialty education to IM residents with complex and busy schedules. © 2021, American Association for Cancer Education.","curriculum; human; learning; medical education; outpatient department; Ambulatory Care Facilities; Curriculum; Education, Medical, Graduate; Humans; Internship and Residency; Learning","English","Article","Final","All Open Access, Bronze, Green"]
["Keller S., Rumann S., Habig S.","Cognitive load implications for augmented reality supported chemistry learning",2021,"Information (Switzerland)",12,2,"10.3390/info12030096","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102370405&doi=10.3390%2finfo12030096&partnerID=40&md5=2fc45633c38fdba3bbae369b0a9d9040","This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation-and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Cognitive theory of multimedia learning; Learning settings; Multiple external representations; Organic Chemistry; Spatial abilities; Spatial informations; Subject-specific; Supported chemistry; Augmented reality","English","Article","Final","All Open Access, Gold, Green"]
["Rickley M., Kemp P.","Effects of video lecture design and production quality on student outcomes: A quasi-experiment exploiting change in online course development principles",2021,"Electronic Journal of e-Learning",19,4,"10.34190/ejel.19.3.2297","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114042054&doi=10.34190%2fejel.19.3.2297&partnerID=40&md5=4e9a6b290239c7dec51d062ed527f876","In seeking competitive advantage, many online graduate programs have turned to improving the quality of video lectures by investing in instructional designers and in-studio production. However, it is unclear how much video lecture design and production quality improve student outcomes. We used a regression discontinuity to evaluate how video lecture design and production practices that adhere to principles of multimedia learning affect perceived learning and student satisfaction. The study involved 300 students taking an online graduate course at a large, public research university, where 194 students were exposed to video lectures designed and produced by the instructor and 106 students were exposed to video lectures designed in collaboration between the instructor and instructional designers and produced in studio. Our findings indicate that designing and producing video lectures in accordance with principles of multimedia learning has a meaningful causal effect on students’ perceived learning and a marginal effect on student satisfaction. We discuss the theoretical and practical implications of our findings for video lecture development and design in the context of online business education and the COVID-19 pandemic. © ACPIL.","","English","Article","Final","All Open Access, Gold, Green"]
["Lin H.-Y., Tsai S.-C.","Student perceptions towards the usage of AR-supported STEMUP application in mobile courses development and its implementation into English learning",2021,"Australasian Journal of Educational Technology",37,2,"10.14742/ajet.6125","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112633005&doi=10.14742%2fajet.6125&partnerID=40&md5=90024a729008e2a65aacaf7d7cc63018","This study investigated the use of an augmented reality (AR) -supported application called STEMUP to develop mobile English courses on Android and iOS smartphones. It focused on vocabulary and listening and speaking skills, in an initial assessment of the effectiveness of implementing AR-based mobile English courses. The study was conducted with English major sophomores who took an elective course, Design and Practice of Mobile Learning, at a technology university in Taiwan. A preliminary curriculum was prepared for integrating STEMUP into English courses in which students would not only learn how to develop AR-based mobile English courses but also practise target English skills with two assigned English courses on STEMUP. The results from the student questionnaire indicated that the layout design of the student-generated AR-based mobile English courses complied with several of Mayer’s principles of multimedia learning and that the focus on learning with the mobile English courses met Chapelle’s seven suggested criteria for the development of multimedia computer-assisted language learning. The students of English as a foreign language responded that STEMUP was an easy application for developing AR-based mobile English courses and that learning with the assigned AR-based mobile English courses was interesting and motivational. © Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.","","English","Article","Final","All Open Access, Gold"]
["Aravind B.R., Rajasekaran V.","Exploring Dysphasia Learners’ Vocabulary Acquisition through the Cognitive Theory of Multimedia Learning: An Experimental Study",2021,"International Journal of Emerging Technologies in Learning",16,4,"10.3991/ijet.v16i12.22173","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109159113&doi=10.3991%2fijet.v16i12.22173&partnerID=40&md5=cebc2307a8ce74b9ad6fdc2bdb5b5aa4","Purpose of the study: The present study was conducted to investigate the impact of the Cognitive Theory of Multimedia Learning for students with dysphasia in learning disabilities. Another aim was to find out the acquisition of vocabulary toward News in levels lesson – Robinson Crusoe for Students of English. Twenty-four students with dysphasia in learning disabilities have participated in the study. The sample population was exposed to a similar handing environment for the research though they had various backgrounds. All the instructions, experiments, teaching-learning activities were provided in the special education resource room. Methodology: The Experimental Research Design was employed in the study. Pre-test, post-test, retention test, and Vocabulary Knowledge Scale questionnaire were administrated to collect the required data from both the control and experimental groups to study the impact of the multimedia and nonmultimedia instructional methods. Major findings: The research findings revealed that the multimedia instructional method of teaching outperformed the non-multimedia instructional group. The retention test results and the Vocabulary Knowledge Scale questionnaire reaffirmed that students with dysphasia have motivated and store the new information in their long-term memory. They could retain most of the vocabulary when the multimedia instructional method was integrated into the teachinglearning process. All the test result scores were analyzed using the SPSS software package. A paired test value comparison was used to compare the results for both the control and experimental groups. © 2021. All Rights Reserved.","E-learning; Students; Surveys; Cognitive theory of multimedia learning; Experimental groups; Experimental research; Instructional methods; Learning disabilities; Teaching-learning activities; Teaching-learning process; Vocabulary acquisition; Software testing","English","Article","Final","All Open Access, Gold"]
["Berardi S.","Creating an online Russian as a foreign language course during the covid-19 epidemic",2021,"Russian Language Studies",19,2,"10.22363/2618-8163-2021-19-1-7-20","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105199320&doi=10.22363%2f2618-8163-2021-19-1-7-20&partnerID=40&md5=5a81960b573cfd07c514573ebc816c51","In March 2020, due to the coronavirus epidemic all Italian universities switched to online classes and managed to ensure the right to education. Making the switch to online learning, teachers faced new difficulties that they had to sort out immediately. The purpose of the research is to provide scientific and methodological substantiation of the development of the online course of Russian as a foreign language at the University of Bologna. Due to the coronavirus lockdown, such a course was considered as the only possible way to provide the educational process. The author of the article made an attempt to empirically determine the potential of information technology used to organize a productive learning environment for language learners (including Russian-language learners). The article analyses the way the online educational process was organized to teach Russian to political science students of the University of Bologna (Forlì Campus). The researcher studied the structure and functions of the IOL and Virtuale learning environment on the Moodle platform, as well as the means of interaction between students and teachers. The methods for analysing distance learning research papers and empirical methods for assessing the communicative-speech activity of Italian students attending the online Russian language course were used. Apart from that, based on the results of the survey conducted to find out the learners’ attitude to online education, a psychological and pedagogical analysis of the students’ educational activities was carried out. The researcher clarified the definition of e-learning, and considered the cognitive theory of multimedia learning in terms of effective transmission of information during the educational process and direct communication with students. As for the theoretical significance of the article, the author made an attempt to substantiate the need to create and use distance courses for students learning foreign languages (in particular Russian). As for the practical significance of this work, the researcher developed practice-oriented modular computer environment to teach Russian as a foreign language and considered computer-assisted language learning. Methodologies to increase linguistic, communicative and regional geographic competencies of Italian students were developed. In addition, new multimedia educational resources were introduced into the process of teaching political science students. The author summed up the results of the study, analysed the weak and strong points of the online course and proposed the ways to improve it. © Berardi S., 2021.","","English","Article","Final","All Open Access, Gold"]
["Bolkan S.","Storytelling in the Classroom: Facilitating Cognitive Interest by Promoting Attention, Structure, and Meaningfulness",2021,"Communication Reports",34,null,"10.1080/08934215.2020.1856901","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101048620&doi=10.1080%2f08934215.2020.1856901&partnerID=40&md5=caa13c069f611863b207e3f5f0af680e","Instructors often tell stories in class as a way of explaining course material. And, the use of stories can lead to improvements in student learning. What has yet to be explained, however, is how stories might lead to changes in students’ knowledge. Using cognitive theory of multimedia learning as a guide, the current study examined data from 231 students to determine how instructional storytelling associated with students’ perceived cognitive learning operationalized as students’ cognitive interest. Results supported the contention that when instructors used course-oriented, concrete, and memorable stories, they increased students’ perceptions of cognitive interest both directly and indirectly through an increase in their attention and their perceptions of organization and integration. © 2020 Western States Communication Association.","","English","Article","Final",""]
["Burkhart C., Lachner A., Nückles M.","Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students’ Written Explanations",2021,"Journal of Educational Psychology",113,2,"10.1037/edu0000607","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089970407&doi=10.1037%2fedu0000607&partnerID=40&md5=fe8099affa83810e3d4cde2f24924d29","Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students’ writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (i.e., text, graphic), which may increase cognitive load. By applying principles of multimedia learning, in two experiments, we investigated whether interrepresentational signaling and spatial contiguity would have differential effects on students’ subsequent writing performance and on the processing of the graphical feedback. In Experiment 1, students wrote an expository text and either received conventional concept-map feedback, correspondence-enhanced concept-map feedback with interrepresentational signaling, spatially contiguous feedback, or no feedback during text revision. Regarding local cohesion, we found that students profited most when they received spatially contiguous feedback. Contrarily, correspondence-enhanced concept-map feedback was most effective for improving global cohesion. In Experiment 2, we examined the attentional processes while using correspondence-enhanced concept-map feedback versus conventional concept-map feedback by means of eye-tracking. Students receiving correspondence-enhanced concept-map feedback had longer fixation times on the concept-maps, more transitions between their text and the concept-map and were more efficient in improving their text for global cohesion than students receiving concept-maps without signaling. The findings suggest that interrepresentational signaling and spatial contiguity differentially contributed to students’ writing. Therefore, choosing the adequate format of instructional support plays a critical role in scaffolding students’ writing © 2020 American Psychological Association","","English","Article","Final",""]
["Chen C.-Y., Yen P.-R.","Learner control, segmenting, and modality effects in animated demonstrations used as the before-class instructions in the flipped classroom",2021,"Interactive Learning Environments",29,8,"10.1080/10494820.2019.1572627","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060795143&doi=10.1080%2f10494820.2019.1572627&partnerID=40&md5=4bdf2d65b64fda192d99aedd28e73ab2","Multimedia principles such as segmentation, learner control, and modality have been proposed to ensure animated demonstrations (AD) effectiveness. However, several studies that apply multimedia principles in different learning contexts with different learners have found boundary conditions for several effects. This study thus aimed to investigate different levels of learner control, segmenting, and modality effects on learning and cognitive load when AD was used as the before-class instructions in the flipped classroom, in which the boundary conditions include self-pacing and sufficient learning time. Two experiments (low control vs. high control) were conducted with a 2 × 2 (segmentation: nonsegmented vs. segmented; modality: narrated vs. captioned) between-subjects ANOVA design. A supplementary analysis across the two experiments was further conducted to distinguish between the main effects of learner control and segmentation. The findings of this study have important implications for the design of before-class instructions to enhance student engagement and understanding. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","","English","Article","Final",""]
["Soicher R.N., Becker-Blease K.A.","Testing the segmentation effect of multimedia learning in a biological system",2020,"Journal of Computer Assisted Learning",36,1,"10.1111/jcal.12485","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089908359&doi=10.1111%2fjcal.12485&partnerID=40&md5=c55a5e16c6571f24357ad3428633cff4","Multimedia instruction, the combination of pictures and words to produce meaningful learning, involves attention, selection, organization, and integration of new information with previously learned information. Because there is a large, theory-based literature supporting the effectiveness of multimedia instruction, we proposed that multimedia instruction could be leveraged to address issues in health communication. The cognitive theory of multimedia learning outlines techniques to improve meaningful learning when the processing load of essential information exceeds the cognitive capacity of the learner (Mayer, 2014). Specifically, segmentation, or presentation of the material in a learner paced fashion, results in deeper learning of the material than continuous presentation (Mayer & Chandler, 2001). We proposed a conceptual replication of the segmentation effect with multimedia materials relevant in a health communication context. We hypothesized that transfer of information from a multimedia presentation about kidney function would be improved in a segmented, versus continuous, condition. Additionally, we hypothesized that participants' perceived cognitive load during the learning task would be lower in the segmented, versus continuous, presentation condition. We were unable to replicate either of these advantages for the use of segmentation with health-related materials. © 2020 John Wiley & Sons Ltd","","English","Article","Final",""]
["Malone S., Altmeyer K., Vogel M., Brünken R.","Homogeneous and heterogeneous multiple representations in equation-solving problems: An eye-tracking study",2020,"Journal of Computer Assisted Learning",36,3,"10.1111/jcal.12426","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081255413&doi=10.1111%2fjcal.12426&partnerID=40&md5=3c1abd0330939721e63e7b1265c4f965","Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks framework holds that learning benefits depend on the specific functions of MERs. The current paper describes a conceptual replication study of one of the few studies comparing single representations, heterogeneous, and homogeneous MERs in the context of mathematics learning. In a balanced incomplete block design, the participants were provided single representations (a graphic, text, or formula) or a heterogeneous (e.g., text + graphic) or homogeneous (text + formula) combination of these to solve linear system of equations problems. In accordance with previous research, performance was superior in conditions providing MERs compared to single-representation conditions. Moreover, heterogeneous MERs led to time savings over homogeneous MERs which triggered an increase in cognitive load. Contrary to previous research, text was the least fixated representation whereas the graphical representation proved to be most beneficial. With regard to practical implications, experts should be fostered through more challenging homogeneous MERs whereas novices should be supported through the accessible graphic contained in heterogeneous MERs. © 2020 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.","","English","Article","Final","All Open Access, Hybrid Gold, Green"]
["Monkman H., Kushniruk A.W., Borycki E.M., Sheets D.J., Barnett J.","Differences in memory, perceptions, and preferences of multimedia consumer medication information: Experimental performance and self-report study",2020,"JMIR Human Factors",7,1,"10.2196/15913","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097144922&doi=10.2196%2f15913&partnerID=40&md5=e36196aed2838331edb9fd02f7ce465a","Background: Electronic health resources are becoming prevalent. However, consumer medication information (CMI) is still predominantly text based. Incorporating multimedia into CMI (eg, images, narration) may improve consumers' memory of the information as well as their perceptions and preferences of these materials. Objective: This study examined whether adding images and narration to CMI impacted patients' (1) memory, (2) perceptions of comprehensibility, utility, or design quality, and (3) overall preferences. Methods: We presented 36 participants with CMI in 3 formats: (1) text, (2) text + images, and (3) narration + images, and subsequently asked them to recall information. After seeing all 3 CMI formats, participants rated the formats in terms of comprehensibility, utility, and design quality, and ranked them from most to least favorite. Results: Interestingly, no significant differences in memory were observed (F2,70=0.1, P=0.901). Thus, this study did not find evidence to support multimedia or modality principles in the context of CMI. Despite the absence of effects on memory, the CMI format significantly impacted perceptions of the materials. Specifically, participants rated the text + images format highest in terms of comprehensibility (χ22=26.5, P&lt;.001) and design quality (χ22=35.69, P&lt;.001). Although the omnibus test suggested a difference in utility ratings as well (χ22=8.21, P=.016), no significant differences were found after correcting for multiple comparisons. Consistent with perception findings, the preference ranks yielded a significant difference (χ22=26.00, P&lt;.001), whereby participants preferred the text + images format overall. Indeed, 75% (27/36) of participants chose the text + images format as their most favorite. Thus, although there were no objective memory differences between the formats, we observed subjective differences in comprehensibility, design quality, and overall preferences. Conclusions: This study revealed that although multimedia did not appear to influence memory of CMI, it did impact participants' opinions about the materials. The lack of observed differences in memory may have been due to ceiling effects, memory rather than understanding as an index of learning, the fragmented nature of the information in CMI itself, or the size or characteristics of the sample (ie, young, educated subjects with adequate health literacy skills). The differences in the subjective (ie, perceptions and preferences) and objective (ie, memory) results highlight the value of using both types of measures. Moreover, findings from this study could be used to inform future research on how CMI could be designed to better suit the preferences of consumers and potentially increase the likelihood that CMI is used. Additional research is warranted to explore whether multimedia impacts memory of CMI under different conditions (eg, older participants, subjects with lower levels of health literacy, more difficult stimuli, or extended time for decay). © Helen Monkman, Andre W Kushniruk, Elizabeth M Borycki, Debra J Sheets, Jeffrey Barnett. Originally published in JMIR Human Factors (http://humanfactors.jmir.org), 01.12.2020. This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Human Factors, is properly cited. The complete bibliographic information, a link to the original publication on http://humanfactors.jmir.org, as well as this copyright and license information must be included.","","English","Article","Final","All Open Access, Gold, Green"]
["Mahajan R., Gupta K., Gupta P., Kukreja S., Singh T.","Multimedia Instructional Design Principles: Moving from Theoretical Rationale to Practical Applications",2020,"Indian Pediatrics",57,5,"10.1007/s13312-020-1854-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086793174&doi=10.1007%2fs13312-020-1854-2&partnerID=40&md5=2d15a2d197e7f6498526f03002876fb4","Since the introduction of cognitive theory of multimedia learning more than a decade back much empirical evidence has substantiated the theoretical rationale of multimedia instructional design principles. Medical educators use multimedia mostly for delivering lectures in the form of power-point presentations. Abundant literature is available giving instructions on the appropriate use of font type and size etc. to be used in power-point slides, but the literature applying multimedia instructional design principles for preparing effective presentations leading to active and meaningful learning is scanty. This paper deals with theoretical aspects of multimedia instructional design principles and the ways of effectively incorporating these principles for designing meaningful power-point presentations. © 2020, Indian Academy of Pediatrics.","Article; e-learning; human; medical education; science; theory; university; learning; multimedia; teaching; Computer-Assisted Instruction; Humans; Learning; Multimedia","English","Article","Final",""]
["Knoop-van Campen C.A.N., Segers E., Verhoeven L.","Effects of audio support on multimedia learning processes and outcomes in students with dyslexia",2020,"Computers and Education",150,15,"10.1016/j.compedu.2020.103858","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079872077&doi=10.1016%2fj.compedu.2020.103858&partnerID=40&md5=bf9701146c178e361412e4053b5d3f85","Adding audio to written text may cause redundancy effects, but could be beneficial for students with dyslexia for whom it supports their reading. Studying both learning process and learning outcomes in students with and without dyslexia can shed light on this issue and helps to find out whether there are constraints to the redundancy effect as proposed in the Cognitive Theory of Multimedia Learning. We examined to what extent adding -redundant- audio affects multimedia learning in 42 university students with dyslexia and 44 typically developing students. Participants studied two user-paced multimedia lessons (text-picture, text-audio-picture) with retention and transfer post-tests. An SMI RED-500 eye-tracker captured eye-movements during learning. Regarding process measures, students had longer study times, with more focus on pictures, and more transitions between text and pictures in the text-audio-picture condition. Regarding learning outcomes, negative redundancy effects on transfer knowledge (deep learning), but not on (factual) retention knowledge were found across both groups. When relating learning processes to learning outcomes, longer study time predicted higher transfer knowledge in both groups in the text-audio-picture condition, whereas in the text-picture condition, more study time predicted lower transfer knowledge in typically developing students only. To conclude, adding audio seems to have a negative effect on the quality of knowledge and leads to less efficient learning across the two groups. Reading ability does not impact the universality of the redundancy effect, but students with dyslexia should only use audio support when aiming to learn factual knowledge and should be aware that it increases study time. © 2020 The Authors","Deep learning; E-learning; Eye movements; Eye tracking; Image processing; Redundancy; Students; Cognitive theory of multimedia learning; Dyslexia; Efficient learning; Factual knowledge; Learning process; Multi-media learning; Reading abilities; University students; Transfer learning","English","Article","Final","All Open Access, Hybrid Gold, Green"]
["Chan K.Y., Lyons C., Kon L.L., Stine K., Manley M., Crossley A.","Effect of on-screen text on multimedia learning with native and foreign-accented narration",2020,"Learning and Instruction",67,3,"10.1016/j.learninstruc.2020.101305","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079064002&doi=10.1016%2fj.learninstruc.2020.101305&partnerID=40&md5=b3b5adb79693c49e771c59dca72c9715","This study examined the impact of redundant on-screen text on learning from an animated PowerPoint presentation, narrated either by a native or a foreign-accented narrator, with no text, summary text, or full text. Participants completed retention and transfer tests and rated the cognitive load induced by the narration and the PowerPoint materials. With a native narrator, participants performed better on transfer with no text than summary text (redundancy effect). The foreign-accented narration was perceived to be more difficult to understand. Transfer performance was worse for accented than native narration with no text, replicating a voice effect. With a foreign-accented narrator, participants performed better on retention with full text than summary text. Full text facilitated decoding of the accented narration at the word level, but it did not facilitate deep processing for knowledge transfer. The results are discussed in the context of cognitive load and the cognitive theory of multimedia learning. © 2020 Elsevier Ltd","","English","Article","Final",""]
["Khacharem A., Trabelsi K., Zoudji B., Kalyuga S.","Communicating Dynamic Behaviors in Basketball: The Role of Verbal Instructions and Arrow Symbols",2020,"Research Quarterly for Exercise and Sport",91,2,"10.1080/02701367.2019.1657553","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074498342&doi=10.1080%2f02701367.2019.1657553&partnerID=40&md5=f6de88ebd5703f77649fe8c29f1f1fe8","Purpose: Guided by cognitive load theory and cognitive theory of multimedia learning, the purpose of this study was to evaluate players' ability to integrate dynamic information presented under different conditions: a verbal condition, in which instructions were given orally; a visual condition, in which instructions were shown using arrow symbols; and a redundant condition, in which both visual and verbal instructions were presented simultaneously. Method: In a 2 × 3 design, we asked basketball players with varied levels of skill (less-skilled, skilled) to rate their invested mental effort and to perform a recall test after learning from either the verbal, visual or redundant condition. Results: Results demonstrated that the less-skilled players benefited more from the redundant condition, whereas the skilled participants benefited more from the visual condition. Conclusion: Recommendations for improving instructional design techniques aimed at the transmission of tactical instructions in team games are proposed. © 2019, © 2019 SHAPE America.","adult; basketball; controlled study; human; interpersonal communication; psychology; randomized controlled trial; recall; verbal learning; vision; Adult; Basketball; Communication; Humans; Mental Recall; Verbal Learning; Visual Perception","English","Article","Final",""]
["Kayler L.K., Dolph B., Seibert R., Keller M., Cadzow R., Feeley T.H.","Development of the living donation and kidney transplantation information made easy (KidneyTIME) educational animations",2020,"Clinical Transplantation",34,10,"10.1111/ctr.13830","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081253857&doi=10.1111%2fctr.13830&partnerID=40&md5=7c8a32629fd46fe06276db0c9e7ccc5f","Background: Current web-based educational approaches about living kidney donation (LKD) are complex, lengthy, and/or text-laden, which may impair accurate interpretation of information, thereby limiting kidney transplant access. Purpose: This paper describes the process of developing animation-based LKD education designed to be suitable for and acceptable to kidney transplant candidates and their support networks. Methods: Based on formative work, early animation prototypes were designed by a transplant surgeon and a health communication expert. In qualitative focus groups and individual interviews, animation prototypes were shown to 46 kidney transplant recipients, 28 kidney transplant candidates, 32 previous or potential kidney donors, 10 caregivers, 32 transplant providers, 24 dialysis providers, and 4 cultural and community advisors for their input regarding animation suitability, acceptability, and potential usability/feasibility. Viewer feedback was used to iteratively refine the animations. Animation design to facilitate adult learning was guided by elaboration theory, Bandura's self-efficacy theory, and Mayer's cognitive theory of multimedia learning. Results: KidneyTIME currently consists of 12 animations about LKD process, benefits, and risks. Conclusions: Patients/friends/family members, experts, and stakeholders provided valuable feedback to the research team that was integrated into the development of KidneyTIME with the goal of enhancing suitability, acceptability, engagement, usability, and feasibility of dissemination. © 2020 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd","adult; Article; consensus; controlled study; cultural competence; female; graft survival; health care cost; human; kidney transplantation; living donor; major clinical study; male; medical information; middle aged; priority journal; Social Cognitive Theory; family; hemodialysis; living donor; motivation; Adult; Family; Humans; Kidney Transplantation; Living Donors; Motivation; Renal Dialysis","English","Article","Final",""]
["Traxler R.E., Nakatsukasa K.","The effectiveness of voice-on and voice-off instruction on ASL vocabulary acquisition",2020,"Language Teaching Research",24,2,"10.1177/1362168818791601","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052328196&doi=10.1177%2f1362168818791601&partnerID=40&md5=08e134f983d0fde9597d031265820b4b","Whether to use spoken English for the instruction of American Sign Language (ASL) is a pedagogical debate for those teaching hearing second language learners. Previous investigations have found the use of learners’ first language to be beneficial for vocabulary acquisition. Studies on sign languages, however, have found that a class taught completely using signs is more beneficial than a class that incorporates spoken English, although the cognitive theory of multimedia learning argues that receiving input in various modalities fosters learning. In the present study, the efficacy of voice-on or voice-off instruction for acquisition of ASL vocabulary is examined. Twenty-six hearing adult students in an ASL class received either voice-on (spoken English) or voice-off (ASL only) instruction for 13 vocabulary items. They completed a comprehension test in the pretest, immediate posttest, and delayed posttest, as well as a production test in the immediate and delayed posttest. The results showed significant improvements over time for both conditions for comprehension and production; however, no differences between the two conditions were observed. © The Author(s) 2018.","","English","Article","Final",""]
["Makransky G., Mayer R., Nøremølle A., Cordoba A.L., Wandall J., Bonde M.","Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations",2020,"Educational Technology Research and Development",68,12,"10.1007/s11423-019-09690-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068890611&doi=10.1007%2fs11423-019-09690-3&partnerID=40&md5=a4144a9e4bd3ce5b9217468de1ba18e4","There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop virtual reality (VR) laboratory simulation on the topic of genetics, with integrated assessment using multiple choice questions based on item response theory (IRT) and feedback based on the cognitive theory of multimedia learning. A pre-test post-test design was used to investigate three research questions related to: (1) students’ perceptions of assessment in the form of MC questions within the VR genetics simulation; (2) the fit of the MC questions to the assumptions of the partial credit model (PCM) within the framework of IRT; and (3) if there was a significant increase in intrinsic motivation, self-efficacy, and transfer from pre- to post-test after using the VR genetics simulation as a classroom learning activity. The sample consisted of 208 undergraduate students taking a medical genetics course. The results showed that assessment items in the form of gamified multiple-choice questions were perceived by 97% of the students to lead to higher levels of understanding, and only 8% thought that they made the simulation more boring. Items within a simulation were found to fit the PCM and the results showed that the sample had a small significant increase in intrinsic motivation and self-efficacy, and a large significant increase in transfer following the genetics simulation. It was possible to develop assessments for online educational material and retain the relevance and connectedness of informal assessment while simultaneously serving the communicative and credibility-based functions of formal assessment, which is a great challenge facing education today. © 2019, Association for Educational Communications and Technology.","","English","Article","Final",""]
["Chen C.-Y., Yang Y.-H.","Investigation of the effectiveness of common representational formats in online learner-paced software training materials",2020,"Innovations in Education and Teaching International",57,3,"10.1080/14703297.2018.1511443","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053257816&doi=10.1080%2f14703297.2018.1511443&partnerID=40&md5=cfb450503b280a2849d3c368e59006a3","The popularity of online learning has made web-based software training materials the primary learning resources adopted by computer users. Thus, this study aimed to investigate the effectiveness of various common representational formats of web-based instructions. The formats included static (textual manual with screenshots) and dynamic (animated demonstration, AD) instructions. The findings suggested that in learner-paced learning with sufficient learning time (a) both narrated and captioned AD formats tended to increase transfer performance; (b) the segmenting principle likely became less important for the static format; and (c) the modality principle likely became less important for the AD format. Implications for determining optimal AD segment length for student engagement and suggestions for possible factors to be included in future research are offered accordingly. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.","","English","Article","Final",""]
["Kutbay E., Akpınar Y.","Investigating modality, redundancy and signaling principles with abstract and concrete representation",2020,"International Journal of Education in Mathematics, Science and Technology",8,4,"10.46328/IJEMST.V8I2.710","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106781200&doi=10.46328%2fIJEMST.V8I2.710&partnerID=40&md5=5df23298292d92d73e6be427893ab9c4","This study explored the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested with a pre-test and post-test quasi-experimental design. Data were collected from a large sample (n=826) sample of children with low prior electricity knowledge. Analyses showed that all treatments helped students to develop knowledge of the topic to some extent. However, while the modality effect holds true for middle school students' studying electricity units with a multimedia instruction in real school settings, the signaling and redundancy principles do not hold true. The study also investigated interactions among prior science scores, prior knowledge about the topic, and multimedia treatments. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the last section. © 2020 International Journal of Education in Mathematics, Science and Technology. All rights reserved.","","English","Article","Final","All Open Access, Gold"]
["Glaser M., Knoos M., Schwan S.","The Closer, The Better? Processing Relations Between Picture Elements in Historical Paintings",2020,"Journal of Eye Movement Research",13,null,"10.16910/JEMR.13.2.11","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102811016&doi=10.16910%2fJEMR.13.2.11&partnerID=40&md5=92d0ef57eb8c44105898e5f9298c0d61","The present eye-tracking study investigated how audio explanations influence perception and the cognitive processing of historical paintings. Spatially close and distant pairs of picture elements and their semantic relations were named in an audio text either immediately after each other or with descriptions of other elements in between. It was assumed that the number of backward fixation counts on the first of the two mentioned related picture elements should be higher if they are spatially close rather than spatially distant. There should also be more backward fixation counts if the elements are named temporally close rather than temporally distant. Similar predictions were made for the retention of these picture elements and their relations. A 2x2x2 within-subject design (n=36) with spatial distance (close vs. distant), temporal distance (close vs. distant) and painting (Leutze vs. West) revealed more background fixation counts for spatially close compared to spatially distant elements but just for the Leutze painting. Accordingly, the relations between the spatially close pairs were retained better than between the spatially distant pairs in the Leutze painting but vice versa for the West painting. The results are discussed with regard to the spatial contiguity principle of multimedia learning and research on text coherence. © 2020. All rights reserved.","","English","Article","Final","All Open Access, Gold, Green"]
["Artman N.","Applying the cognitive theory of multimedia learning: Using the addie model to enhance instructional video",2020,"Explorations in Media Ecology",19,4,"10.1386/eme_00054_1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100750844&doi=10.1386%2feme_00054_1&partnerID=40&md5=74bc1d974399ccd05592cbad87c4093f","Video formats continue to increase as a popular form of delivering information. Instructional video provides a level of versatility in both delivery and design that make it an appealing and engaging teaching tool. According to the cognitive theory of multimedia learning, people retain more knowledge from words and pictures than words alone. Applying a basic instructional design model, such as the ADDIE model, to the video production process can increase the effectiveness of recorded content. The ADDIE model guides an instructor through a well-thought-out development plan that includes learning objectives and creation of content. For some, producing instructional video may seem like a daunting or cumbersome endeavour. However, with some structure and guidance, instructional video proves to be an effective teaching method. From a media ecology perspective, if more learning is to happen outside of the classroom, educators must learn to leverage these new mediated environments to increase student retention of course material. This article serves as an instructional guide for faculty who wish to begin recording or strengthening their current instructional videos. © 2020 Intellect Ltd Pedagogy. English language.","","English","Article","Final",""]
["Mulders M., Buchner J., Kerres M.","A Framework for the Use of Immersive Virtual Reality in Learning Environments",2020,"International Journal of Emerging Technologies in Learning",15,21,"10.3991/ijet.v15i24.16615","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099951725&doi=10.3991%2fijet.v15i24.16615&partnerID=40&md5=d8a41fbe499219ee65322547014e4dec","Immersive Virtual Reality (iVR) technologies can enrich teaching and learning environments, but their use is often technology-driven and instructional concepts are missing. The design of iVR-technology-supported learning environments should base on both, an evidence-based educational model as well as on features specific to iVR. Therefore, the article provides a framework for the use of iVR in learning environments based on the Cognitive Theory of Multimedia Learning (CTML). It outlines how iVR learning environments could and should be designed based on current knowledge from research on Multimedia Learning. © 2020. iJET. All Rights Reserved.","Computer aided instruction; Engineering education; Virtual reality; Cognitive theory of multimedia learning; Educational models; Evidence-based; Immersive virtual reality; Learning environments; Multi-media learning; Supported learning; Teaching and learning environments; E-learning","English","Article","Final","All Open Access, Gold"]
["Kamal AFIFY M.","EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING",2020,"Turkish Online Journal of Distance Education",21,8,"10.17718/TOJDE.803360","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096378195&doi=10.17718%2fTOJDE.803360&partnerID=40&md5=80de197174e1daf64cf4ec59b6394331","The importance of using the interactive video has been widely recognized in e-learning courses. However, there are several variables that can affecr learners’ engagement and their learning through watching digital interactive videos, the main purpose of this study is to examine whether long interactive videos can improve students’ performance in tests, retention of learning in the long term, and reduce the cognitive load compared to medium and short videos. An experimental research was conducted on a sample of (63) students of the Faculty of Education at Imam Abdul Rahman University bin Faisal who are registered to study both the courses of Education Technology (EDUM 195N), and Design and Production of Multimedia (EDUM 330N). A three-group experimental design was used. The results were analyzed and interpreted in the light of cognitive load theory and Cognitive Theory of Multimedia Learning. In light of the research findings, the researcher presented a set of recommendations for use in the design and development of content of interactive digital video-based learning environments. The research results can mainly benefit stakeholders and education practitioners, specifically universities, schools, and companies in providing interactive digital video-based learning and training in e-learning and distance learning environments. © (2020). All rights reserved.","","English","Article","Final","All Open Access, Bronze, Green"]
["Sá G.G.M., Santos A.M.R.D., Galindo Neto N.M., Carvalho K.M., Feitosa C.D.A., Mendes P.N.","Building and validating an educational video for elderly individuals about fall risks",2020,"Revista brasileira de enfermagem",73,2,"10.1590/0034-7167-2020-0010","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094826175&doi=10.1590%2f0034-7167-2020-0010&partnerID=40&md5=1b98f4431938bdeb3fa4772ed884bc50","OBJECTIVE: to build and validate educational video for elderly individuals about fall risks. METHODS: methodological study with video building. validated by 22 judges and assessed by 22 elderly individuals. Content was selected from the Fall Prevention Model and items from the Falls Risk Awareness Questionnaire. Items with an agreement greater than 0.80 were considered valid. verified through Content Validation Index (CVI) and binomial test. RESULTS: building the video was guided by the Cognitive Theory of Multimedia Learning. Digital animation and audio narration were used. It lasted ten minutes and five seconds and included biological. socioeconomic. behavioral and environmental risks as well as precautions to avoid them. The CVI of judges had an average of 0.99. and of elderly individuals. an average of 1.0. CONCLUSION: the video was built and validated for content and understanding and can be used to prevent falls in elderly individuals.","","English; Portuguese","Article","Final","All Open Access, Gold"]
["Ndihokubwayo K., Uwamahoro J., Ndayambaje I.","Effectiveness of PhET Simulations and YouTube Videos to Improve the Learning of Optics in Rwandan Secondary Schools",2020,"African Journal of Research in Mathematics, Science and Technology Education",null,12,"10.1080/18117295.2020.1818042","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091863971&doi=10.1080%2f18117295.2020.1818042&partnerID=40&md5=25d5150eeff64f6c707701a72555fe21","Effective teaching of physics requires the use of well-designed and diversified instructional tools such as multimedia throughout the teaching and learning process. The main objective of this study was to investigate the effectiveness of Physics Educational Technology (PhET) simulations and YouTube videos to improve the learning of optics in Rwandan secondary schools. The study was framed by the cognitive theory of multimedia learning. A total of 136 senior-4 physics students from six schools were divided among three groups and taught with the usual teaching methods only, the usual teaching methods supported by PhET simulations or YouTube videos, respectively. Student achievement was measured by administering the Geometric Optics Conceptual Understanding Test to each group of students before and after teaching. The groups of students who were taught using PhET simulations and YouTube videos achieved significantly more gains on the posttest compared with the students who experienced neither. PhET simulations and YouTube videos saw average normalised learning gains of 12 and 11%, respectively, while students who experienced solely the usual teaching methods got a gain of only 2%. These results show that the use of PhET simulations without student manipulation (as applied in this study) is equally effective as the use of YouTube videos. The researchers recommend that teachers incorporate these instructional tools as a way of effectively teaching and learning optics. © 2020 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).","","English","Article","Article in Press",""]
["Khong H.K., Kabilan M.K.","A theoretical model of micro-learning for second language instruction",2020,"Computer Assisted Language Learning",null,5,"10.1080/09588221.2020.1818786","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090986861&doi=10.1080%2f09588221.2020.1818786&partnerID=40&md5=535f352c8b242843f5d30d43a3834304","The notion of “Micro-Learning” (ML) has been repeatedly accented as a successful learning approach in different learning phenomena. Despite these optimistic emphases, several studies lack a theoretical grounding in adoption of ML, thus missing a shared perspective of the education community. The scarce theoretical justification for understanding the nuanced dynamics of ML restricts the practical use of this pedagogical approach in “Second Language” (L2) instruction. Therefore, this paper seeks to fill the gap by proposing a theoretical model of ML for L2 instruction. First, a brief background on ML is provided evaluating its benefits and pitfalls in general teaching and learning enterprise. Second, three established theories are explicitly discussed based on a careful examination of the conceptual characteristics and empirical observations of ML. A theoretical model of ML is then devised based on relations postulated among proposed theories and application of the model to existing L2 MLs is made explicit. Finally, implications for research and practice are discussed to offer a more robust and descriptive picture of how ML can promote L2 teaching and learning across different contexts. Drawing from these theoretical insights, a principled way to integrating ML into L2 instruction can be made available for future research. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","","English","Article","Article in Press",""]
["Hsu Y.","Teaching geometrics to young learners using computer-based simulation: the interaction effect of guidance, in relation to representation and manipulation, with socio-cultural background",2020,"Interactive Learning Environments",null,1,"10.1080/10494820.2020.1777168","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086933381&doi=10.1080%2f10494820.2020.1777168&partnerID=40&md5=de722571e2de45b0abf2736ced5093c4","Computer simulations have become widely available to support geometric learning; however, the type and amount of guidance, as well as the freedom to engage in self-directed learning that should be allowed for children from differential socio-cultural backgrounds, have not yet been clarified. On the basis of the cognitive theory of multimedia learning and cognitive load theory, we varied guidance–in relation to representation and manipulation–between two levels (high and low) to form four conditions. We investigated 152 fifth-grade students with various socio-cultural backgrounds (80 were non-indigenous and 72 were indigenous) to explore the interaction effects of guidance on their learning of area-related concepts using a computer simulation–based environment. The results indicated that the learning performance of children from various socio-cultural backgrounds interacts with four experimental conditions at different guidance levels. More specifically, the indigenous children outperformed the non-indigenous children in highly directed learning environment, but the non-indigenous children outperformed the indigenous children in learning environments that entailed a high degree of exploration. Children from different socio-cultural backgrounds also exhibited various patterns of germane cognitive load. Finally, we discussed future study directions based on cognitive and socio-cultural perspectives for simulation-based learning environments. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","","English","Article","Final",""]
["Refat N., Rahman M.A., Taufiq Asyhari A., Kassim H., Kurniawan I.F., Rahman M.","MATT: A Mobile Assisted Tense Tool for Flexible m-Grammar Learning Based on Cloud-Fog-Edge Collaborative Networking",2020,"IEEE Access",8,2,"10.1109/ACCESS.2020.2983310","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084150337&doi=10.1109%2fACCESS.2020.2983310&partnerID=40&md5=bbc17c9a8c4ef9412a2038d284d23a1b","The proliferation of modern mobile technologies on grammar learning (i.e., m-grammar learning) has generated a multitude of challenges in developing effective pedagogically-informed learning tools. The existing systems have mostly suffered from low motivation and poor learning effectiveness because of the three key reasons, namely: i) a weak tie to motivational theoretical principles, ii) a lack of proper instructional design, and iii) a lack of proper infrastructural design for data sharing between students and instructors. To deal with this issue, this paper presents MATT: a Mobile-Assisted Tense Tool that encapsulates an m-grammar instructional design leveraging upon cloud-fog-edge collaborative networking. Central to MATT is the incorporation of the Cognitive Theory of Multimedia Learning principles to minimize the extraneous cognitive load and a motivational model to increase motivation and learning effectiveness. To ensure effective instructional design, we exploit adaptive and dynamic approaches embodied in a flexible instructional paradigm that takes advantage of collective learning data exchange across cloud (central unit), fog (regional units) and edge (end devices/learners). To demonstrate the overall effectiveness of this system, we describe our findings in the evaluation of both the learning aspect (using a quantitative research design) and collaborative network performance (using numerical simulation). With an appropriate condition of delay-tolerant network-enabled learning data exchange, the results suggest that the students' cognitive load is low and motivational nature is high after using this system, which led them to perform more positively in the post-test evaluation. © 2013 IEEE.","Data Sharing; Delay tolerant networks; Electronic data interchange; Fog; Motivation; Cognitive theory of multimedia learning; Collaborative network; Collective learning; Dynamic approaches; Instructional designs; Learning effectiveness; Overall effectiveness; Quantitative research; Learning systems","English","Article","Final","All Open Access, Gold"]
["Drees C., Ghebremedhin E., Hansen M.","Development of an interactive e-learning software “histologie für mediziner” for medical histology courses and its overall impact on learning outcomes and motivation [Entwicklung der interaktiven e-learning-software „histologie für mediziner“ – einfluss auf den lernerfolg und die motivation von studierenden im kursus der mikroskopischen anatomie]",2020,"GMS Journal for Medical Education",37,8,"10.3205/zma001328","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083706348&doi=10.3205%2fzma001328&partnerID=40&md5=2b0ecc94dae70ed2d372f2a9252a2733","Objective: To develop and evaluate an interactive histology learning software for medical students in the preclinical study phase. The educational design of the software was based on current learning theory models, such as the Cognitive load theory, Cognitive theory of multimedia learning, and the ARCS model, so that the acquired knowledge can be repeated using a diversified design. Moreover, the learning effects achieved by using the software shall be evaluated. Apart from the soft-ware’s usability, the influence of the learning theory principles on the students’ motivation shall be assessed. Methodology: The software was evaluated using an experimental wait list control group with a pre-/post-test design (n=213). Depending on the group they were assigned to, students learned the histology contents of chapter “Liver, gall bladder, pancreas” using the traditional program of the Goethe University (n=65), the new interactive software (n=56), or without any of the two software versions (n=92). The influence of the different learning aids on the acquisition of knowledge was assessed with three questionnaires comprising four different multiple choice questions each. For the evaluation of the usability and motivational factors, a second test was added to the questionnaire of both software versions. Results: The interactive software was rated significantly better with regard to usability and motivational aspects than the traditional learning program (F(7, 113)=12.48, p&lt;.001, partial η2=.436). Moreover, use of the interactive software resulted in a significant increase of knowledge acquisition as compared to the group of students who had learned without any of the two software versions (0.77, p=.001). Conclusion: With regard to the histology contents, usability was compar-able to the official learning program. Interactive elements and the educational design contributed to an increase of the factors that are essential for intrinsic motivation. Thus, our program can be valuable tool to supplement the curriculum as an additional service. © 2020 Drees et al.","adolescent; adult; curriculum; education; female; histology; human; male; medical education; medical student; motivation; procedures; psychology; questionnaire; Adolescent; Adult; Curriculum; Education, Distance; Education, Medical; Female; Histology; Humans; Male; Motivation; Students, Medical; Surveys and Questionnaires","English; German","Article","Final",""]
["Oakley B.A., Sejnowski T.J.","What we learned from creating one of the world’s most popular MOOCs",2019,"npj Science of Learning",4,10,"10.1038/s41539-019-0046-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081691402&doi=10.1038%2fs41539-019-0046-0&partnerID=40&md5=c69db3cf797160725ddd6e9e8f30bb70","Learning How to Learn (LHTL) is currently one of the world’s most popular massive open online course (MOOC), with nearly 2.5 million registered learners in its first 4 years. Here, we “reverse engineer” the design of the course’s videos to show how creative application of well-known principles of multimedia learning in an MOOC context appear to have fueled the course’s popularity. Gaps in knowledge of multimedia learning are also noted. There have been some 50 years of experience researching effective classroom teaching, but less there have been only 5 years since MOOCs became widespread. The success of LHTL may provide further insight into the importance of the principles of multimedia learning, and how those principles might be practically implemented to improve MOOC making and the general design of instructional videos. © 2019, The Author(s).","","English","Review","Final","All Open Access, Gold, Green"]
["de las Peñas M.L.A.N., Verzosa D.M.B., Aberin M.A.Q., Garces L.P.D.M., Francisco F.F., Bautista E.P., Tolentino M.A.C., Tabares W.C.","Digital simulations for grade 7 to 10 mathematics",2019,"Philippine Journal of Science",148,1,"","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076878230&partnerID=40&md5=2ff506ce35443dabfbd6cf705a730589","This article describes a Department of Science and Technology – Philippine Council for Industry, Energy and Emerging Technology (DOST-PCIEERD) project aimed to facilitate the implementation of the mathematical objectives raised by the Department of Education’s (DepEd) K to 12 program in the Philippines through the use of innovative digital technologies. In particular, a selection of application software (“apps”) were created for Grade 7 to 10 mathematics that covered topics indicated in the five strands outlined in the K to 12 program – namely (1) number, (2) geometry, (3) measurement, (4) patterns and algebra, and (5) statistics and probability. The design of the apps was informed by an amalgamated framework of the Cognitive Theory of Multimedia Learning (Mayer 2005) and Mathematical Theories of Representation (Goldin 1998). The design was informed by how students learn and how students learn mathematics. The project also aimed to design manipulable software that allows learners to construct and grapple with their mental representations of mathematical concepts. This paper describes a selection of the apps designed by the project and how their features were informed by the theoretical framework. It also presents results from pilot studies that demonstrate the apps’ potential to increase performance, facilitate conceptual development, and increase learners’ engagement. © 2019, Department of Science and Technology. All rights reserved.","","English","Article","Final",""]
["Almasseri M., AlHojailan M.I.","How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements",2019,"Journal of Computer Assisted Learning",35,6,"10.1111/jcal.12386","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070743056&doi=10.1111%2fjcal.12386&partnerID=40&md5=722f7452b862da9c366c2df9d4d29fe9","The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth-grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi-experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge. © 2019 John Wiley & Sons Ltd","","English","Article","Final",""]
["Werdiningsih T., Triyono M.B., Majid N.W.A.","Interactive multimedia learning based on mobile learning for computer assembling subject using the principle of multimedia learning (Mayer)",2019,"International Journal of Advanced Science and Technology",28,2,"","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080138090&partnerID=40&md5=e06e51cdea47364dbd8efb9ce3e763b5","This article discusses the development of interactive multimedia learning based on mobile learning for computer assembling subjects using the principles of multimedia learning (Mayer). By using this interactive multimedia learning based on mobile learning, students can understand easier to the subject matter. It is because the presentation of the materials is utilizing various media (text, images, animation, audio, and video) as supporting learning activities. The mobile-based means that the interactive multimedia can be used anytime and anywhere. This development study uses the ADDIE development model from William W. Lee et al. which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The first step of the product testing was the Alpha test stage in which the validation process was done by the material experts and media experts followed by product revisions based on the expert advice. The next step was the Beta test stage in which a small group trial was done. Product validation was also done by 32 students of class X at State Vocational High School 1 Bantul. The results of Alpha and Beta tests showed that interactive multimedia learning products based on mobile learning were considered very feasible to be used as learning media. © 2019 SERSC.","","English","Article","Final",""]
["Meng M.","Effects of visual signaling in screenshots: An eye tracking study",2019,"Technical Communication",66,2,"","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078952992&partnerID=40&md5=cf90963fbc9f31edf80bcab81a526b9e","Purpose: Screenshots are an important means of visualization in software documentation. One question technical communicators need to address when dealing with screenshots is whether visual signaling elements, such as arrows or frames, should be added in order to highlight relevant information. This article reports the results of an experimental study that examined whether signaling elements successfully guide visual attention of readers to relevant screenshot information as intended. A second goal was to find out whether visual signaling has a positive impact on how accurate and fast users execute the tasks which the screenshots support. Method: Two versions of a software tutorial were constructed that included screenshots with or without signaling elements. Participants’ eye movements were recorded while they studied the tutorial and executed the tasks described therein. In addition to eye movement measures, accuracy of task execution and time to complete the tasks were determined as measures of overall success on the tasks. Results: Participants working with tutorials that used visual signaling executed more tasks correctly. No differences were found regarding the time needed to complete the tasks. Analysis of the eye tracking data showed that participants fixated relevant screenshot areas longer and more often if highlighted by signaling elements. Conclusions: The results provide evidence that adding signaling elements to screenshots is an effective means to guide the visual attention of users. As predicted by the Cognitive Theory of Multimedia Learning, visual signaling does not simply increase interest in pictures but helps users to select relevant information. © 2019, Society for Technical Communication. All rights reserved.","","English","Article","Final",""]
["McNamara S., Drew C.","Concept analysis of the theories used to develop educational podcasts",2019,"Educational Media International",56,3,"10.1080/09523987.2019.1681107","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074400561&doi=10.1080%2f09523987.2019.1681107&partnerID=40&md5=b0006a0247ac971856b22756b0684feb","Research on educational podcasts’ impacts on learning has steadily increased in recent years. Within this research, several issues related to methodology in educational podcast research have been cited. These include lack of detail, lack of reporting reliability, and questionable validity of testing instruments. However, one the theoretical frameworks that guide podcast development processes have received minimal attention. To address the lack of attention to theoretical frameworks within the educational podcasting literature, this paper utilized a conceptual analysis to examine key theoretical frameworks that have been used in empirical studies of educational podcasts. By examining theoretical frameworks used within relevant research, this paper introduces the value of using applicable learning theories to guide podcast development. Three theoretical frameworks are discussed: (a) the Cognitive Theory of Multimedia Learning, (b) adult learning theories (e.g., andragogy theory), and (c) a combination of the two. The paper shows both the versatility of educational podcasts and the need for further examination of how different theoretical frameworks may underpin the development of podcasts across unique learning environments. © 2019, © 2019 International Council for Educational Media.","","English","Article","Final",""]
["Meyer O.A., Omdahl M.K., Makransky G.","Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment",2019,"Computers and Education",140,105,"10.1016/j.compedu.2019.103603","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067602710&doi=10.1016%2fj.compedu.2019.103603&partnerID=40&md5=d590ca910c0cb30b088c51f9fb6fb682","Immersive virtual reality (VR) is predicted to have a significant impact on education; but most studies investigating learning with immersive VR have reported mixed results when compared to low-immersion media. In this study, a sample of 118 participants was used to test whether a lesson presented in either immersive VR or as a video could benefit from the pre-training principle, as a means of reducing cognitive load. Participants were randomly assigned to one of two method conditions (with/without pre-training), and one of two media conditions (immersive VR/video). The results showed an interaction between media and method, indicating that pre-training had a positive effect on knowledge (d = 0.81), transfer (d = 0.62), and self-efficacy (d = 0.64) directly following the intervention; and on self-efficacy (d = 0.84) in a one-week delayed post-test in the immersive VR condition. No effect was found for any of these variables within the video condition. © 2019 The Author(s)","Virtual reality; Cognitive loads; Cognitive theory of multimedia learning; Immersive virtual reality; Immersive VR; Multi-media learning; Post test; Pre-training; Self efficacy; E-learning","English","Article","Final","All Open Access, Hybrid Gold, Green"]
["Theimer S.","Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning",2019,"Library Management",40,2,"10.1108/LM-08-2018-0067","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067859985&doi=10.1108%2fLM-08-2018-0067&partnerID=40&md5=16e1c983c8e4fb9291a98ef4e8470af5","Purpose: The purpose of this paper is to propose the incorporation of Mayer’s cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements. Design/methodology/approach: A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking. Findings: There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship. Research limitations/implications: This paper is based on a literature review, not on research done specifically on this topic. It includes specific recommendations to improve an OER title as an example of what should be done on a broader scale. Practical implications: Librarians are educators should be aware of learning theory and particularly multimedia learning theory as learners often are not directly accessible to provide feedback. Design is critical to learning and this paper provides practical recommendations for application. Originality/value: Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library. © 2019, Emerald Publishing Limited.","","English","Review","Final",""]
["Rey G.D., Beege M., Nebel S., Wirzberger M., Schmitt T.H., Schneider S.","A Meta-analysis of the Segmenting Effect",2019,"Educational Psychology Review",31,34,"10.1007/s10648-018-9456-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059594483&doi=10.1007%2fs10648-018-9456-4&partnerID=40&md5=f39a6ae83c1c352aac78616828409d51","The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention and transfer performance. Segmentation also reduces the overall cognitive load and increases learning time. These four effects are confirmed for a system-paced segmentation. The meta-analysis tests different explanations for the segmenting effect that concern facilitating chunking and structuring due to segmenting the multimedia instruction by the instructional designer, providing more time for processing the instruction and allowing the learners to adapt the presentation pace to their individual needs. Moderation analyses indicate that learners with high prior knowledge benefitted more from segmenting instructional material than learners with no or low prior knowledge in terms of retention performance. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.","","English","Article","Final",""]
["Groshans G., Mikhailova E., Post C., Schlautman M., Carbajales-Dale P., Payne K.","Digital story map learning for STEM disciplines",2019,"Education Sciences",9,7,"10.3390/educsci9020075","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068409526&doi=10.3390%2feducsci9020075&partnerID=40&md5=b443f5f77e424c234b30ac423a4cf941","Modern technological advances and trends require new pedagogy and delivery of mapping materials to prepare the future workforce in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) for an increasingly technology-dominated society. The purpose of this study was to develop an Environmental Systems Research Institute (ESRI) Story Map “Soil Forming Factors: Climate” for multiple STEM disciplines based on the design guidelines from the Cognitive Theory of Multimedia Learning (CTML). The study incorporated a two-group post-test only design that utilized multiple methods of analysis, including a quality assessment of the ESRI Story Map using the five principles of effective storytelling, direct quantitative measures of learning (quiz), and surveys of participants’ perceptions (PowerPoint presentation versus ESRI Story Map) using QualtricsTM. Survey results were summarized by gender, academic classification (year), and academic major program. The newly developed ESRI Story Map was an effective teaching tool as demonstrated by quiz scores and students’ positive responses. Post-testing scores indicated that ESRI Story Maps were an effective way to learn and were viewed as effective as traditional teaching methods (e.g., PowerPoint). Additionally, students reported feeling comfortable using ESRI Story Maps. These positive responses were consistent by gender, major, and academic classification (year). This research indicates that adding audio may improve the use of this ESRI Story Map for educational concept delivery. Empirical studies such as this that include multifaceted quantitative and qualitative assessments are critical to understanding the benefits of new types of multimedia learning in an educational setting. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.","","English","Article","Final","All Open Access, Gold, Green"]
["Ramezanali N., Faez F.","Vocabulary learning and retention through multimedia glossing",2019,"Language Learning and Technology",23,22,"","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067648092&partnerID=40&md5=db49c65207624b0cca03a7b864ff74ea","Drawing on Mayer's (2014) cognitive theory of multimedia learning, the purpose of this study was to examine which modes of gloss presentation (i.e., L2 definition, aural, and video animation) are effective for learners' vocabulary learning and delayed word recollection. One control group and three experimental groups were formed by 132 intermediate language learners. Pre- and post-tests of productive recall and multiple-choice productive recognition were administered, and learners' perceptions toward glossing were examined through a questionnaire and interviews. Quantitative data were analyzed using ANCOVA, and themes that emerged from the qualitative data were identified. The quantitative findings revealed that dual glossing modes were more effective than single glossing modes for many test sessions. However, single glossing was also effective for a few test sessions. The questionnaire and interview data showed that learners preferred the dual glossing mode of L2 definition and video animation. The findings provide insights for vocabulary learning and teaching. © 2019 Nasrin Ramezanali & Farahnaz Faez.","","English","Article","Final",""]
["Berntsen H., Kristiansen E.","Successful coach learning: Digital workbook informed by pedagogical principles",2019,"International Journal of Sports Science and Coaching",14,2,"10.1177/1747954119835439","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063322655&doi=10.1177%2f1747954119835439&partnerID=40&md5=2f6a5e4f69e6c2417b5981ab0a28071d","This study was based on the hypothesis that advances in cognitive science may be helpful for Coach Development Programs. We wondered: How can a learning tool such as a digital workbook that is informed by evidence-based pedagogical principles be helpful for coach development? After designing the learning material, based on the cognitive theory of multimedia learning, the digital workbook was used in a coach development program that aimed to improve coaches' need-supportiveness. Ten coaches at an elite sport school in Norway attended the program over a season, and afterwards they were asked whether the learning material had contributed to their knowledge of need-supportive skills. Thematic analysis of the interviews revealed visualization, awareness, and transfer to one’s practice as the three main themes describing the educational value of the digital workbook. The material showed the coaches how need-support can be acted out in a sport-specific context. Additionally, the learning material resulted in increased engagement and awareness through coaches' reflections, which is an important step towards integrating new material to prior knowledge and create meaningful learning. Finally, the coaches highlighted transfer of the presented learning material to their practice experiences. We conclude that cognitive science may have useful implications for the design of effective learning materials for coach development programs. © The Author(s) 2019.","","English","Article","Final","All Open Access, Hybrid Gold, Green"]
["Chlipalski M., Baker S., Olson B., Auld G.","Evaluation and Lessons Learned From the Development and Implementation of an Online Prenatal Nutrition Training for EFNEP Paraprofessionals",2019,"Journal of Nutrition Education and Behavior",51,2,"10.1016/j.jneb.2018.11.013","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061036342&doi=10.1016%2fj.jneb.2018.11.013&partnerID=40&md5=0b2e7e0c7ee3b2cb7529b21a711aa147","Objective: Design, implement, and evaluate the effectiveness of a video-based online training addressing prenatal nutrition for paraprofessional peer educators. Methods: Quasi-experimental pre-posttest study with 2 groups of paraprofessionals working for the Expanded Food and Nutrition Education Program in 17 states and US territories: intervention (n = 67) and delayed intervention comparison group (n = 64). An online training was systematically developed using Smith and Ragan's instructional design model, the Cognitive Theory of Multimedia Learning, principles of adult learning, and selected constructs of the Social Cognitive Theory. Changes in knowledge, identification of inappropriate teaching practices, and self-efficacy, were assessed. Within- and between-group comparisons were done using ANCOVA. Results: The intervention group scored significantly higher (P < .05) in all evaluations compared with preassessments and the comparison group. After delayed intervention, the comparison group scored significantly higher (P < .05) than in preassessments. Paraprofessionals reacted positively to future online trainings and were interested in them. Conclusions and Implications: A video-based online training is an effective method to complement in-person trainings to prepare paraprofessionals to teach nutrition lessons. © 2019","adolescent; adult; education; female; health care personnel; health education; human; Internet; maternal nutrition; middle aged; nutritional science; organization and management; physiology; pregnancy; prenatal care; videorecording; young adult; Adolescent; Adult; Female; Health Education; Health Personnel; Humans; Internet; Maternal Nutritional Physiological Phenomena; Middle Aged; Nutritional Sciences; Pregnancy; Prenatal Care; Video Recording; Young Adult","English","Article","Final",""]
["Stiller K.D.","Fostering learning via pictorial access to on-screen text",2019,"Journal of Educational Multimedia and Hypermedia",28,null,"","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064416648&partnerID=40&md5=dd46800fd2ed4b880c3b02385c090e31","In three experiments, learners used computerized learning material, which consisted of static pictures and on-screen text relating to the physiology of vision in one of two formats. The formats differed in method of access to text. Accessing text by clicking on picture components was hypothesized to produce superior learning to linear access (i.e., clicking the forward and backward buttons; Exps. 1 to 3). In addition, the investigation tested whether effects were dependent on learners' domain-specific prior knowledge (Exp. 2) and computer attitude (Exp. 3). Results indicated that pictorial access to text promotes learning about pictures (picture completion and picture labeling) but not text (verbal retention). Effects on transfer performance were inconsistent. Mode of access effects was not dependent on prior knowledge but on computer attitude. Pictorial access to text mainly fostered learning when learners had a negative attitude towards computers, whereas positive-attitude learners exhibited no learning benefits. © 2019 Association for the Advancement of Computing in Education. All Rights Reserved.","","English","Article","Final",""]
["Makransky G., Terkildsen T.S., Mayer R.E.","Adding immersive virtual reality to a science lab simulation causes more presence but less learning",2019,"Learning and Instruction",60,362,"10.1016/j.learninstruc.2017.12.007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039065813&doi=10.1016%2fj.learninstruc.2017.12.007&partnerID=40&md5=bec8f76c5a5c407cea29ee47829f155c","Virtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational value. The main objectives of this study were to determine the consequences of adding immersive VR to virtual learning simulations, and to investigate whether the principles of multimedia learning generalize to immersive VR. Furthermore, electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing during learning. A sample of 52 university students participated in a 2 × 2 experimental cross-panel design wherein students learned from a science simulation via a desktop display (PC) or a head-mounted display (VR); and the simulations contained on-screen text or on-screen text with narration. Across both text versions, students reported being more present in the VR condition (d = 1.30); but they learned less (d = 0.80), and had significantly higher cognitive load based on the EEG measure (d = 0.59). In spite of its motivating properties (as reflected in presence ratings), learning science in VR may overload and distract the learner (as reflected in EEG measures of cognitive load), resulting in less opportunity to build learning outcomes (as reflected in poorer learning outcome test performance). © 2017 Elsevier Ltd","","English","Article","Final",""]
["Hwang G.-J., Hsu T.-C., Hsieh Y.-H.","Impacts of Different Smartphone Caption/Subtitle Mechanisms on English Listening Performance and Perceptions of Students with Different Learning Styles",2019,"International Journal of Human-Computer Interaction",35,20,"10.1080/10447318.2018.1543091","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056192931&doi=10.1080%2f10447318.2018.1543091&partnerID=40&md5=8cd6ea05ae2736fd5abd5e71f5855c03","In this study, 3 Mobile-Assisted Language Learning interfaces are proposed considering the Cognitive Theory of Multimedia Learning, Cognitive Load Theory, and the Active/Reflective learning styles. A quasi-experimental design was adopted to compare the effects of 3 smartphone interfaces, namely partial English captions (EG1), full English captions (EG2), and partial English captions with Chinese subtitles (CG), on the cognitive load, learning motivation, and learning anxiety and enjoyment of 119 11th-grade students with different learning styles. It was found that EG2 had significantly higher learning motivation than EG1 and CG. On the other hand, significant interaction between the 3 smartphone interfaces and learning styles was found for the students’ cognitive loads. Further analysis showed that, in EG1, the active-style students’ cognitive load was significantly lower than that of the reflective-style students. In addition, it was found that the active-style students’ learning enjoyment was significantly higher than that of the reflective-style students, while no significant difference was found between the learning anxiety ratings of the students with different learning styles in the 3 groups. Therefore, it is suggested that the role of learning styles needs to be further considered when designing caption interfaces for smartphone applications in the future. © 2018, © 2018 Taylor & Francis Group, LLC.","Motivation; Smartphones; Cognitive load theory; Cognitive theory of multimedia learning; English captions; Higher learning; Learning motivation; Mobile assisted language learning; Quasi-experimental designs; Smart-phone applications; Students","English","Article","Final",""]
["Bajpai S., Semwal M., Bajpai R., Car J., Ho A.H.Y.","Health professions' digital education:review of learning theories in randomized controlled trials by the digital health education collaboration",2019,"Journal of Medical Internet Research",21,15,"10.2196/12912","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062823168&doi=10.2196%2f12912&partnerID=40&md5=af18ca05d9217e257423b5d4e3ef04b0","Background: Learning theory is an essential component for designing an effective educational curriculum. Reviews of existing literature consistently lack sufficient evidence to support the effectiveness of digital interventions for health professions' education, which may reflect disconnections among learning theories, curriculum design, use of technology, and outcome evaluation. Objective: The aim of this review was to identify, map, and evaluate the use of learning theories in designing and implementing intervention trials of health professions' digital education, as well as highlight areas for future research on technology-enhanced education via the establishment of a development framework for practice and research. Methods: We performed a systematic search of Medical Literature Analysis and Retrieval System Online, Excerpta Medica database, Cochrane Central Register of Controlled Trials (Cochrane Library), PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, and Web of Science for randomized controlled trials (RCTs) published between 2007 and 2016. Results: A total of 874 RCTs on digital health education were identified and categorized into online-offline, mobile digital education, and simulation-based modalities for pre and postregistration health professions' education. Of these, 242 studies were randomly selected for methodological review and thematic analysis. Data were extracted by one author using a standardized form, with a (48/242, 20%) random sample extracted by a second author, in duplicate. One-third (81/242, 33.4%) of the studies reported single or multiple learning theories in design, assessment, conceptualization, or interpretation of outcomes of the digital education interventions. Commonly reported learning theories were problem-based learning (16/81, 20%), social learning theory (11/81, 14%), and cognitive theory of multimedia learning (10/81, 12%). Most of these studies assessed knowledge (118/242, 48.8%), skills (62/242, 25.6%), and performance (59/242, 24.3%) as primary outcomes with nonvalidated assessment tools (151/242, 62.4%). Studies with reported learning theories (χ2 1=8.2; P=.002) and validated instruments (χ2 1=12.6; P=.006) have shown effective acquisition of learning outcomes. Conclusions: We proposed a Theory-Technology Alignment Framework to safeguard the robustness and integrity of the design and implementation of future digital education programs for the training of health professionals. © 2019 Journal of Medical Internet Research. All rights reserved.","education; health education; human; meta analysis; procedures; randomized controlled trial (topic); Education, Distance; Health Education; Humans; Randomized Controlled Trials as Topic","English","Review","Final","All Open Access, Gold, Green"]
["Mayer R.E.","Thirty years of research on online learning",2019,"Applied Cognitive Psychology",33,75,"10.1002/acp.3482","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056195613&doi=10.1002%2facp.3482&partnerID=40&md5=3ede938104f084edb5cb91a233a368e8","This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research-based principles of instructional design), and the science of assessment (as exemplified by supplementing self-report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value-added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory. © 2018 John Wiley & Sons, Ltd.","art; Article; behavior; behavior change; clinical assessment; comparative study; computer graphics; dynamics; education; electrocorticography; evidence based practice center; evolutionary adaptation; facial expression; financial management; functional magnetic resonance imaging; game; health care survey; human; information processing; knowledge; learning; long term memory; mathematical analysis; methodology; mild cognitive impairment; multilevel analysis; neuroscience; priority journal; psychology; research; science; sensory memory; simulation; suspended animation; technology; working memory","English","Article","Final",""]
["Shoufan A.","Estimating the cognitive value of YouTube's educational videos: A learning analytics approach",2019,"Computers in Human Behavior",92,62,"10.1016/j.chb.2018.03.036","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044732901&doi=10.1016%2fj.chb.2018.03.036&partnerID=40&md5=b11817c1a83cbc6f89964c27e3f3ba61","The literature provides some evidence for the effectiveness of online educational videos in students' learning. Also, general features of educational videos such as production style and video length were investigated to some extent. However, the actual cognitive features of educational videos available on the Internet have remained almost untreated, so far. The main goal of this study is to use learning analytics to investigate how far educational videos on YouTube support cognitive features –as formulated in the cognitive theory of multimedia learning– and how far these features support students' learning. We measure the Video Cognitive Value (VCV) by viewers' rating, particularly using the number of Likes based on a survey that we conducted to understand the semantics of Likes and Dislikes of YouTube's educational videos. Then, a sample of 105 videos was collected and analyzed with respect to cognitive features. A regression analysis showed that only four out of ten investigated features are significant for VCV (pretraining, modality, spatial contiguity, and embodiment) and the regression model could only explain 63% of the data variance. Further tests were performed to include other factors such as the video production style, the video length, the talking speed, the gender of the speaker, and whether she/he speaks English as native language. The expanded model showed only a slightly improved adjusted R-square value (68%). These results suggest that further research is required to identify and specify additional cognitive features in educational videos towards deeper understanding of the video cognitive value. © 2018 Elsevier Ltd","Regression analysis; Semantics; Students; Cognitive theory of multimedia learning; Data variance; Educational videos; Learning analytics; Native language; Regression model; Video production; YouTube; E-learning","English","Article","Final",""]
["Chan T.K.S., Wong S.W.L., Wong A.M.-Y., Leung V.W.-H.","The Influence of Presentation Format of Story on Narrative Production in Chinese Children Learning English-as-a-Second-Language: A Comparison Between Graphic Novel, Illustration Book and Text",2019,"Journal of Psycholinguistic Research",48,5,"10.1007/s10936-018-9600-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053622229&doi=10.1007%2fs10936-018-9600-9&partnerID=40&md5=d5092c7aeeee7509befe59e95c7c4d31","Past studies have shown that multimodal presentation of story can improve story-retelling performance in the first language. The purpose of the present study was to investigate whether similar multimedia effects can be observed in second language learning and graphic novel reading. A total of 51 Chinese elementary school children, aged 7–8, who were learning English as a second language were recruited. They were randomly assigned to one of the three experimental conditions that differed in the format of story presentation: English text, English text with pictorial illustrations or graphic novel. After reading the same story, the children retold the story in English. The narratives produced were then rated by two independent raters. The results of group comparison showed that children from the three experimental groups had similar performance, indicating that multimedia presentation may not always facilitate narrative production in English as a second language. Within-subject comparison further showed that the children were relatively strong in language skills and capturing the main ideas of the story, while showing weakness in story structure awareness, elaboration, as well as local and global cohesion. Suggestions for the application of multimodal presentation of narrative texts are discussed. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.","art; child; comparative study; female; human; learning; male; medical illustration; multilingualism; pattern recognition; physiology; reading; verbal communication; Books, Illustrated; Child; Female; Graphic Novels as Topic; Humans; Learning; Male; Multilingualism; Narration; Pattern Recognition, Visual; Reading","English","Article","Final",""]
["Beukes V.","The effect of four of Richard Mayer’s design principles on vocabulary retention in an Afrikaans computer programme",2019,"Computer Assisted Language Learning",32,null,"10.1080/09588221.2018.1488737","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056108147&doi=10.1080%2f09588221.2018.1488737&partnerID=40&md5=a98594c1d7bf7e638ca18274eec4e2d5","The research discussed in this article is specifically aimed at non-Afrikaans-speaking international students served by the Language Centre at Stellenbosch University. As a result of students who would like to become proficient in Afrikaans during their stay in South Africa, many of them choose the course Beginner Afrikaans Vlak 1 (Beginner Afrikaans Level 1). The course focuses primarily on communicative and discourse competence. Students mentioned in the formal evaluation of the course as well as in a needs analysis that they would like to have a chance to revise the course material by accessing a computer programme. The lecturer of the course therefore decided to design a computer programme for the abovementioned course that could be used as a revision tool. Four of the design principles of Mayer (2009) were used to design the computer programme. The aim of the research discussed further in this article is to indicate how the vocabulary retention of students enrolled for the course was affected by these four design principles. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.","","English","Article","Final",""]
["Lubrick M., Zhou G., Zhang J.","Is the future bright? The potential of lightboard videos for student achievement and engagement in learning",2019,"Eurasia Journal of Mathematics, Science and Technology Education",15,3,"10.29333/ejmste/108437","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079374373&doi=10.29333%2fejmste%2f108437&partnerID=40&md5=5b4f630496acc548a9ee3719df1ebd9d","Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified. © 2019 The Author(s).","","English","Article","Final","All Open Access, Gold, Green"]
["Khaleefah S.H., Hazeem A.A., Foozy C.F.M., Aziz M.F.A., Mostafa S.A., Mustapha A., Ahmed I.T.","A multimedia courseware for human heart anatomical and functional illustration",2019,"International Journal of Advanced Trends in Computer Science and Engineering",8,null,"10.30534/ijatcse/2019/5081.62019","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078502257&doi=10.30534%2fijatcse%2f2019%2f5081.62019&partnerID=40&md5=1cadd1b5620609a0c86d28fe780af315","Advances in computer science have provided unique opportunities to apply Interactive Multimedia (IMM) courseware to a wide variety of medical and health care functions. Courseware can be called an easy to learn, teachable and course materials which is an important in Information Communication Technology world today. It helps the learners/students to improve their knowledge, skills and creativity. One area which holds the high ability for using computer systems is medical and health science education. This paper describes the design of an IMM courseware for learning about Human Heart. It proposes a Human Heart Anatomical and Functional Illustration (HHAFI) courseware for students, health officials and everyone interested in having a healthy heart. The HHAFI courseware is implemented by Toolbook Instructor and presented on Windows platform. The courseware includes an introduction that describes the heart and recall such as mechanisms of the heart, heart diseases, healthy tips and living a healthy lifestyle. The HHAFI courseware is tested with the student to identify the improvement in their knowledge and measure the level of interest in the topic. The HHAFI courseware provides learning and interactive training functions for interested individuals. © 2019, World Academy of Research in Science and Engineering. All rights reserved.","","English","Article","Final","All Open Access, Bronze"]
["Refat N., Rahman M.A., Asyhari A.T., Kurniawan I.F., Bhuiyan M.Z.A., Kassim H.","Interactive learning experience-driven smart communications networks for cognitive load management in grammar learning context",2019,"IEEE Access",7,8,"10.1109/ACCESS.2019.2915174","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066617486&doi=10.1109%2fACCESS.2019.2915174&partnerID=40&md5=7c65d7d21f2347ded1997205ade59b71","The widespread adoption of technology-enhanced learning in various knowledge disciplines has pushed forward the development of information technology-assisted media for language learning and teaching. However, most of the existing electronic-learning (e-learning) solutions have underexplored and under-addressed given specific characteristics of grammar learning, which is one of the most demanding areas of language education. The lack of pedagogically informed instructional design to enhance learning performance on the current system can result in low motivation and engagement due to an imbalance and excessive increase of the cognitive load. This paper attempts to address these deficiencies posed by the existing systems by proposing smart communication networks that are driven by the student learning experience to manage cognitive load in the context of grammar learning. The e-grammar learning networks serve as a collaborative learning platform that combines a pedagogically informed instructional model named attention, relevance, confidence, and satisfaction (ARCS) and cyber interaction among teaching/learning agents. From the technological perspective, our numerical simulations demonstrate the desirable performance indicators of the proposed networks to facilitate information exchange and learning. From the education perspective, our empirical studies show that the overall smart network-enabled e-grammar learning system has desirable characteristics to motivate learners ( m = 3.78 ) and manage their overall cognitive load (m = 1.73), which suggest the promising capability of the proposed system. © 2013 IEEE.","Cognitive systems; Education computing; Electric load management; Engineering education; Learning systems; Motivation; ARCS model; Cognitive loads; Cognitive theory of multimedia learning; cyber interaction; Grammar learning; interactive; Learning experiences; Motivation models; Smart communication; SMART network; E-learning","English","Article","Final","All Open Access, Gold"]
["Lai A.-F., Chen C.-H., Lee G.-Y.","An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory",2019,"British Journal of Educational Technology",50,52,"10.1111/bjet.12716","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057014859&doi=10.1111%2fbjet.12716&partnerID=40&md5=f0432639a05e252806b04d02f0f1c060","Reading has been regarded as a medium for learning science, revealing the importance of enhancing learners’ reading competence in science education. The critical features of science texts are their multiple representations, such as text and visual elements, which assist the representation of science concepts. A multimedia learning environment can present relevant materials in various formats and help students to process the materials in meaningful ways, for example, by integrating learning materials with relevant prior concepts, and organizing them into a consistent and coherent cognitive structure. However, some issues with multimedia instructional design have been proposed, such as students’ cognitive load and learning motivations. In this study, an augmented reality-based science learning system was developed based on the contiguity principle of multimedia learning in order to promote students’ science learning. Moreover, an experiment was conducted on a natural science course in an elementary school to assess the effectiveness of the implemented system on students’ learning. The experimental results display that the students learning with this approach found made significant gains in their learning achievements and motivations compared to those learning science with conventional multimedia science learning; moreover, their perceptions of extraneous cognitive load were significantly reduced during the learning activity. © 2018 British Educational Research Association","Augmented reality; Computer aided instruction; E-learning; Motivation; Students; Cognitive load theory; Cognitive structures; Instructional designs; Learning achievement; Learning motivation; Multi-media learning; Multiple representation; Reading performance; Learning systems","English","Article","Final",""]
["Liu Y., Jang B.G., Roy-Campbell Z.","Optimum input mode in the modality and redundancy principles for university ESL students’ multimedia learning",2018,"Computers and Education",127,19,"10.1016/j.compedu.2018.08.025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052726268&doi=10.1016%2fj.compedu.2018.08.025&partnerID=40&md5=db7a50f7a5b4e92e05bfa281863467a9","Richard Mayer's cognitive theory of multimedia learning and multimedia learning principles provide theoretical and empirical foundations for multimedia instruction. However, the theory and the principles were developed based on empirical studies of native English-speaking students and may not apply to English-as-a-second-language (ESL) students. Specifically, the modality and redundancy principles that involve text and audio could become compromised in the ESL context, since ESL students have difficulty fully comprehending L2 (second language) English text and audio. This study sought to identify ESL students’ optimum input mode (among graphics + audio, graphics + text, and graphics + audio + text, addressed in the modality and redundancy principles) and to test whether the modality and redundancy principles also apply to their multimedia learning. Empirical studies comparing the input modes for ESL students’ learning were reviewed and common limitations were identified. When it came to knowledge retention, no statistically significant differences were found in ESL students’ learning outcomes from the three input modes. The findings also indicated that Mayer's modality and redundancy principles had not applied to the learning of ESL students. Explanations for the results and implications for future research were discussed. © 2018 Elsevier Ltd","E-learning; Redundancy; Cognitive theory of multimedia learning; Empirical foundations; English as a second languages (ESL); Implications for futures; Input modes; Modality principle; Multimedia instruction; Statistically significant difference; Students","English","Article","Final",""]
["Thammasitboon S., Rencic J.J., Trowbridge R.L., Olson A.P.J., Sur M., Dhaliwal G.","The Assessment of Reasoning Tool (ART): structuring the conversation between teachers and learners",2018,"Diagnosis (Berlin, Germany)",5,10,"10.1515/dx-2018-0052","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057078544&doi=10.1515%2fdx-2018-0052&partnerID=40&md5=7cac6ea2d8831eb8f6c9e8ef5bf28a9d","Background Excellence in clinical reasoning is one of the most important outcomes of medical education programs, but assessing learners' reasoning to inform corrective feedback is challenging and unstandardized. Methods The Society to Improve Diagnosis in Medicine formed a multi-specialty team of medical educators to develop the Assessment of Reasoning Tool (ART). This paper describes the tool development process. The tool was designed to facilitate clinical teachers' assessment of learners' oral presentation for competence in clinical reasoning and facilitate formative feedback. Reasoning frameworks (e.g. script theory), contemporary practice goals (e.g. high-value care [HVC]) and proposed error reduction strategies (e.g. metacognition) were used to guide the development of the tool. Results The ART is a behaviorally anchored, three-point scale assessing five domains of reasoning: (1) hypothesis-directed data gathering, (2) articulation of a problem representation, (3) formulation of a prioritized differential diagnosis, (4) diagnostic testing aligned with HVC principles and (5) metacognition. Instructional videos were created for faculty development for each domain, guided by principles of multimedia learning. Conclusions The ART is a theory-informed assessment tool that allows teachers to assess clinical reasoning and structure feedback conversations.","","English","Article","Final","All Open Access, Bronze"]
["Wang J., Dawson K., Saunders K., Ritzhaupt A.D., Antonenko P., Lombardino L., Keil A., Agacli-Dogan N., Luo W., Cheng L., Davis R.O.","Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia",2018,"Journal of Special Education Technology",33,7,"10.1177/0162643418754530","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064837752&doi=10.1177%2f0162643418754530&partnerID=40&md5=ac7cdeb894a468a15a69dc0d56355094","There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed. © The Author(s) 2018.","","English","Article","Final",""]
["Molina A.I., Navarro Ó., Ortega M., Lacruz M.","Evaluating multimedia learning materials in primary education using eye tracking",2018,"Computer Standards and Interfaces",59,28,"10.1016/j.csi.2018.02.004","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042265986&doi=10.1016%2fj.csi.2018.02.004&partnerID=40&md5=5350f7f4269775690c4d5a2d92be5be7","The development of multimedia educational materials aimed at primary school students is of great importance today. The design, mainly of images and text, can influence the efficiency of these materials in the teaching-learning process. One of the most widespread theories that deals with the correct design of multimedia materials is the Mayer's Cognitive Theory of multimedia learning. In this research work we are interested in validating some of the principles enunciated by this theory in materials aimed at primary school students (children aged seven and eleven) and in the field of geometry teaching. For this purpose, we performed four experiments using the eye tracking technique in the data collection process. Using eye tracking, we can analyze how the process of the visual observation of multimedia contents is produced. The main contribution of this study is the proposal for the use of this evaluation method, which allows us to validate empirically and objectively (physiologically) aspects such as the comprehension process of multimedia content, the attention of the students while analyzing the information provided or the cognitive load of the supplied materials. Faced with questionnaires or surveys, which have been used traditionally to analyze the efficiency of multimedia materials and have a more subjective nature, eye tracking provides information not consciously controlled by the students. Its use is a particularly interesting and useful source of information in the case of children, allowing us to collect information on their interests and preferences, which is more difficult to obtain using traditional techniques. © 2018 Elsevier B.V.","E-learning; Efficiency; Physiological models; Students; Surveys; Cognitive theory of multimedia learning; Data collection process; Learning efficiency; Mathematics learning; Multimedia materials; Primary education; Teaching-learning process; Traditional techniques; Eye tracking","English","Article","Final",""]
["Parong J., Mayer R.E.","Learning science in immersive virtual reality",2018,"Journal of Educational Psychology",110,252,"10.1037/edu0000241","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040921801&doi=10.1037%2fedu0000241&partnerID=40&md5=dc55a1280078c153eac498b18745db68","The goals of the study were (a) to compare the instructional effectiveness of immersive virtual reality (VR) versus a desktop slideshow as media for teaching scientific knowledge, and (b) to examine the efficacy of adding a generative learning strategy to a VR lesson. In Experiment 1, college students viewed a biology lesson about how the human body works either in immersive VR or via a self-directed PowerPoint slideshow on a desktop computer. Based on interest theory, it was predicted that students who learned in immersive VR would report more positive ratings of interest and motivation and would score higher on a posttest covering material in the lesson. In contrast, based on the cognitive theory of multimedia learning, it was predicted that students who learned with a well-designed slideshow would score higher on a posttest, although they might not report higher levels of interest and motivation. The results showed that students who viewed the slideshow performed significantly better on the posttest than the VR group, but reported lower motivation, interest, and engagement ratings. In Experiment 2, students either viewed a segmented VR lesson and produced a written summary after each segment or viewed the original, continuous VR lesson as in Experiment 1. Students who summarized the lesson after each segment performed significantly better on the posttest and the groups did not differ on reported interest, engagement, and motivation. These results support the cognitive theory of multimedia learning and demonstrate the value of generative learning strategies in immersive VR environments. © 2017 American Psychological Association.","","English","Article","Final","All Open Access, Bronze"]
["Rat A.-C., Ricci L., Guillemin F., Ricatte C., Pongy M., Vieux R., Spitz E., Muller L.","Development of a web-based formative self-assessment tool for physicians to practice breaking bad news (bradnet)",2018,"JMIR Medical Education",20,4,"10.2196/mededu.9551","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052013397&doi=10.2196%2fmededu.9551&partnerID=40&md5=93373ec835149ed41e2ff1a2035be411","Background: Although most physicians in medical settings have to deliver bad news, the skills of delivering bad news to patients have been given insufficient attention. Delivering bad news is a complex communication task that includes verbal and nonverbal skills, the ability to recognize and respond to patients’ emotions and the importance of considering the patient’s environment such as culture and social status. How bad news is delivered can have consequences that may affect patients, sometimes over the long term. Objective: This project aimed to develop a Web-based formative self-assessment tool for physicians to practice delivering bad news to minimize the deleterious effects of poor way of breaking bad news about a disease, whatever the disease. Methods: BReaking bAD NEws Tool (BRADNET) items were developed by reviewing existing protocols and recommendations for delivering bad news. We also examined instruments for assessing patient-physician communications and conducted semistructured interviews with patients and physicians. From this step, we selected specific themes and then pooled these themes before consensus was achieved on a good practices communication framework list. Items were then created from this list. To ensure that physicians found BRADNET acceptable, understandable, and relevant to their patients’ condition, the tool was refined by a working group of clinicians familiar with delivering bad news. The think-aloud approach was used to explore the impact of the items and messages and why and how these messages could change physicians’ relations with patients or how to deliver bad news. Finally, formative self-assessment sessions were constructed according to a double perspective of progression: A chronological progression of the disclosure of the bad news and the growing difficulty of items (difficulty concerning the expected level of self-reflection). Results: The good practices communication framework list comprised 70 specific issues related to breaking bad news pooled into 8 main domains: Opening, preparing for the delivery of bad news, communication techniques, consultation content, attention, physician emotional management, shared decision making, and the relationship between the physician and the medical team. After constructing the items from this list, the items were extensively refined to make them more useful to the target audience, and one item was added. BRADNET contains 71 items, each including a question, response options, and a corresponding message, which were divided into 8 domains and assessed with 12 self-assessment sessions. The BRADNET Web-based platform was developed according to the cognitive load theory and the cognitive theory of multimedia learning. Conclusions: The objective of this Web-based assessment tool was to create a “space” for reflection. It contained items leading to self-reflection and messages that introduced recommended communication behaviors. Our approach was innovative as it provided an inexpensive distance-learning self-assessment tool that was manageable and less time-consuming for physicians with often overwhelming schedules. © Anne-Christine Rat, Laetitia Ricci, Francis Guillemin, Camille Ricatte, Manon Pongy, Rachel Vieux, Elisabeth Spitz, Laurent Muller.","","English","Article","Final","All Open Access, Gold, Green"]
["Romig J.E., Sundeen T., Thomas C.N., Kennedy M.J., Philips J., Peeples K.N., Rodgers W.J., Mathews H.M.","Using Multimedia to Teach Self-Regulated Strategy Development to Preservice Teachers",2018,"Journal of Special Education Technology",33,6,"10.1177/0162643417746373","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058694442&doi=10.1177%2f0162643417746373&partnerID=40&md5=d7d780eb8a38a15afad1e6143e1742ce","The National Commission on Writing called for a reform in writing instruction over a decade ago. However, teacher preparation programs still rarely provide sufficient training in writing instruction for teacher candidates. The purpose of this study was to improve the writing instruction of preservice teachers. Participating preservice teachers (N = 166) from three universities were randomly assigned to learn essential components of the self-regulated strategy development (SRSD) and the “model it” stage via content acquisition podcast (CAP)-TVs, lecture, or a practitioner-oriented article. This randomized control trial found that students in the CAP-TV condition outperformed peers in the article condition on a researcher-created measure of SRSD knowledge. Additionally, participants in the CAP-TV condition outperformed peers in both comparison groups article on a measure of modeling instruction. Results from a perceived cognitive load survey indicated that perceived cognitive load was significantly correlated with outcomes on the knowledge and performance measure for all participants. These results suggested that multimedia tools designed using Mayer’s (2009) cognitive theory of multimedia learning can reduce cognitive load and increase learning outcomes. Teacher educators should consider incorporating CAP-TVs into their coursework when teaching complex instructional strategies. © The Author(s) 2018.","","English","Article","Final",""]
["Stull A.T., Fiorella L., Gainer M.J., Mayer R.E.","Using transparent whiteboards to boost learning from online STEM lectures",2018,"Computers and Education",120,21,"10.1016/j.compedu.2018.02.005","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041506291&doi=10.1016%2fj.compedu.2018.02.005&partnerID=40&md5=509be27ce7817a3140c64d2e691b0698","Research is needed to understand how best to design online videos that foster learning. This study explored the effects of using transparent whiteboards, which allow the instructor to stand behind a transparent glass board and face the students to write and draw while providing a concurrent explanation of the material. Specifically, the affordances of transparent whiteboard lessons might better follow design principles of multimedia learning and foster social agency compared to conventional whiteboard lessons, thereby promoting learning. In two experiments, college students viewed a 20-min Organic Chemistry video lecture with the instructor using either a conventional whiteboard or a transparent whiteboard. Results indicated that students who viewed transparent whiteboard lessons performed better on immediate posttests (Experiment 1 and 2) at interpreting the configuration of spatial diagrams and at explaining key concepts. Students viewing transparent whiteboard lessons also reported more positive ratings of their lecture experience. However, Experiment 2 indicated that the benefits of learning from transparent whiteboards did not persist on a delayed posttest. Overall, this study provides the first systematic investigation of the effects of using transparent whiteboards in video-based instruction. © 2018 Elsevier Ltd","E-learning; STEM (science, technology, engineering and mathematics); Students; College students; Design Principles; Multi-media learning; Online learning; Organic Chemistry; Representational competence; Social agency; Transparent glass; Education","English","Article","Final",""]
["Wu P.-H., Hwang G.-J., Yang M.-L., Chen C.-H.","Impacts of integrating the repertory grid into an augmented reality-based learning design on students’ learning achievements, cognitive load and degree of satisfaction",2018,"Interactive Learning Environments",26,49,"10.1080/10494820.2017.1294608","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014543076&doi=10.1080%2f10494820.2017.1294608&partnerID=40&md5=603c3005a64c44c7de688db0d3bd4d6d","Augmented reality (AR) offers potential advantages for intensifying environmental context awareness and augmenting students’ experiences in real-world environments by dynamically overlapping digital materials with a real-world environment. However, some challenges to AR learning environments have been described, such as participants’ cognitive overload and the ways to provide assistance in constructing the presented learning materials. In this study, a mindtool-based AR learning system was developed, based on the repertory grid method and the contiguity principle of multimedia learning, for assisting students in constructing their knowledge in a natural science course. Furthermore, an experiment was carried out on an elementary school natural science course to compare the influences of this method with those of the conventional AR learning system on students’ learning effectiveness. The experimental results show that the designated approach effectively promoted the students’ learning achievements, and no significant difference existed between the mindtool-based AR learning system and the conventional AR learning system in terms of students’ cognition load and satisfaction degree; moreover, both the experimental group and the control group perceived low cognition load during the learning activity and rated their own AR learning systems as being highly satisfactory. © 2017 Informa UK Limited, trading as Taylor & Francis Group.","","English","Article","Final",""]
["Tin T.G., Atan N.A., Said M.N.N.H.B., Ali M.F., Mohd S., Hamid M.Z.A.","Integrating animations in Chinese character writing based on Cognitive Theory of Multimedia Learning to promote students' writing skills",2018,"International Journal of Interactive Mobile Technologies",12,5,"10.3991/ijim.v12i7.9671","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063337464&doi=10.3991%2fijim.v12i7.9671&partnerID=40&md5=fce86eeb2e4ab0e77ceb83f43cbb8023","The complexity of Chinese character caused students facing learning difficulty in mastering the Chinese character writing skills. This study aimed to investigate the effect and students' perception on the implementation of animation in teaching and learning of Chinese character writing based on Cognitive Theory of Multimedia Learning (AniCC Online Learning) via Frog VLE platform. Meanwhile, the relationship of implementation of AniCC Online Learning and pupil's writing performance was also studied to have further insights into the Chinese character teaching and learning situation. Pre-experimental one group pre-test and post-test design were adopted and thirty three Year 1 students were selected as the respondents in this research which involved four types of instruments. There was a significant different (p = 0.013) between the scores of pretest and post-test for students' writing performance after performing paired samples t-test. The study also showed an increase in the means scores of students' writing skills and an increase in the percentage of students' writing skills ranking at rank 4 or above although no significant different (p = 0.180) was observed between the pre writing assessment and post writing assessment after Wilcoxon Test was performed. The students overall showed high acceptance towards integration of AniCC Online Learning with overall mean score 0.90 (maximum = 1). In sum, the design of AniCC Online Learning via Frog VLE platform is able to improve writing performance as well as to help students in their writing skills. © 2018, International Association of Online Engineering.","","English","Article","Final","All Open Access, Gold"]
["Devers C.J., Panke S.","Learning with mobile devices: An overview",2018,"Journal of Interactive Learning Research",29,2,"","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058619210&partnerID=40&md5=b97fa3000cf4abd7dd146101cb97d3d3","The purpose of this article is not to provide an exhaustive literature review of learning with mobile devices, but rather offer an overview of learning with mobile devices that provides context for this special issue and its manuscripts. Methodologically, we placed more emphases on experimental or quasiexperimental design when possible, as we felt that it was important to offer the readers data and evidence on learning with mobile devices. We provide a condensed overview of learning with mobile devices in K-12 and higher education, and offer summaries of the relevant research for ebooks, podcasts, audience response systems, and augmented reality, as related to mobile devices. Last, we suggest that technology is simply a medium or tool, and that future research should explore how mobile devices can support learning with evidence-based practices and Mayer's 13 principles of multimedia learning. © 2018 Association for the Advancement of Computing in Education. All rights reserved.","","English","Review","Final",""]
["Yang C., Jen C.-H., Chang C.-Y., Yeh T.-K.","Comparison of animation and static-picture based instruction: Effects on performance and cognitive load for learning genetics",2018,"Educational Technology and Society",21,13,"","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055941808&partnerID=40&md5=6a4ad3a8a316f6806c76d735ee26ee47","This study aimed to examine the relative effectiveness of using an animation versus static pictures in terms of supporting the learning of genetics. To provide a methodologically sound comparison, the two sessions were constructed to be equivalent and were designed based on principles provided by the cognitive theory of multimedia learning and the cognitive load theory. Genetics was chosen as the instructional content, which included learning about the processes of cell division, mitosis, and meiosis. The results indicate that students in the animation group perceived less extraneous cognitive load and achieved a better learning outcome than those in the static pictures group. Therefore, this study supports the superiority of the animation over static picture instruction when learning micro-scientific phenomena. © 2018 International Forum of Educational Technology & Society (IFETS).","","English","Article","Final",""]
["Chang C.-C., Warden C.A., Liang C., Lin G.-Y.","Effects of digital game-based learning on achievement, flow and overall cognitive load",2018,"Australasian Journal of Educational Technology",34,22,"10.14742/ajet.2961","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053433429&doi=10.14742%2fajet.2961&partnerID=40&md5=7c8aecbb5e5925985fb669496391936a","The purpose of this study was to examine differences in learning achievement, flow, and overall cognitive load between digital game-based learning (DGBL) and traditional computer-based learning (CBL). This study was conducted with 103 Taiwan college students: 50 college students in the experimental group used DGBL; 53 students in the control group used CBL. Results show the DGBL participants displayed significantly better learning achievement, flow, and lower cognitive load compared to the CBL participants. Learning achievement and flow exhibit a positive correlation, while negatively correlating with overall cognitive load. These results align with the existing research concepts of flow theory, cognitive theory of multimedia learning, and cognitive load theory. © 2018.","","English","Article","Final","All Open Access, Gold"]
["Wang T.-K., Huang J., Liao P.-C., Piao Y.","Does Augmented Reality Effectively Foster Visual Learning Process in Construction? An Eye-Tracking Study in Steel Installation",2018,"Advances in Civil Engineering",2018,23,"10.1155/2018/2472167","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051009618&doi=10.1155%2f2018%2f2472167&partnerID=40&md5=d3a13763000b2ac9b71922821a52bc02","Augmented reality (AR) has been proposed to be an efficient tool for learning in construction. However, few researchers have quantitatively assessed the efficiency of AR from the cognitive perspective in the context of construction education. Based on the cognitive theory of multimedia learning (CTML), we evaluated the predesigned AR-based learning tool using eye-tracking data. In this study, we tracked, compared, and summarized learners' visual behaviors in text-graph- (TG-) based, AR-based, and physical model- (PM-) based learning environments. Compared to the TG-based material, we find that both AR-based and PM-based materials foster extraneous processing and thus further promote generative processing, resulting in better learning performance. The results show that there are no significant differences between AR-based and PM-based learning environments, elucidating the advantages of AR. This study lays a foundation for problem-based learning, which is worthy of further investigation. © 2018 Ting-Kwei Wang et al.","","English","Article","Final","All Open Access, Gold, Green"]
["Galasso B.J.B., Lopez M.R.S., Severino R.M., de Lima R.G., Teixeira D.E.","Process of production of bilingual didactic materials of the national institute of education for the deaf [Processo de produção de materiais didáticos bilíngues do instituto nacional de educação de surdos]",2018,"Revista Brasileira de Educacao Especial",24,2,"10.1590/s1413-65382418000100006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045947196&doi=10.1590%2fs1413-65382418000100006&partnerID=40&md5=d7497a46e047768caab7b8aae52d6282","This paper aims to present the various stages of production of bilingual didactic materials of the National Institute of Education for the Deaf (Instituto Nacional de Educação de Surdos - INES), analyzed in their theoretical and technical aspects (pre- production, translation and post-production), with a description of the principles of multimedia learning linked to the conception of bilingual digital objects developed at the Online Education Center (Núcleo de Educação Online - NEO). Considering the present shortage of bilingual didactic material available for the education of the deaf, we intend to contribute with the establishment of fundamental quality parameters for this kind of production. In this work, we present 15 stages of the workflow for the production of bilingual didactic materials from NEO, among which we highlight the role played by the translators-interpreters team, who take turns in the role of translator-presenter, translator-supervisor and translator-proofreader. In addition, the fundamental principles of multimedia learning in the development of bilingual didactic materials are emphasized. Thus, we concluded that the references of multimedia learning allied to the guiding principles of the education of the deaf creates a line of development of didactic materials possible, with innovation and interdisciplinary methods, to a deepening of knowledge capable of contributing to the qualitative expansion in the production of bilingual didactic materials in Sign Language/Portuguese Language. © 2018, Associacao Brasileira de Pesquisadores em Educacao Especial. All rights reserved.","","English","Article","Final","All Open Access, Gold, Green"]
["Redmond C., Davies C., Cornally D., Adam E., Daly O., Fegan M., O'Toole M.","Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain",2018,"Nurse Education Today",60,21,"10.1016/j.nedt.2017.09.014","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030528524&doi=10.1016%2fj.nedt.2017.09.014&partnerID=40&md5=fda39834f54de84c664bca250a9310f9","Background Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. Methods Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. Results Students (n = 192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. Conclusion These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula. © 2017 Elsevier Ltd","attitude to health; clinical competence; curriculum; human; multimedia; nursing education; nursing student; problem based learning; procedures; psychology; questionnaire; teaching; utilization; Clinical Competence; Computer-Assisted Instruction; Curriculum; Education, Nursing, Baccalaureate; Health Knowledge, Attitudes, Practice; Humans; Multimedia; Nursing Education Research; Problem-Based Learning; Students, Nursing; Surveys and Questionnaires","English","Article","Final","All Open Access, Green"]
["Tomita K.","Does the Visual Appeal of Instructional Media Affect Learners’ Motivation Toward Learning?",2018,"TechTrends",62,2,"10.1007/s11528-017-0213-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021794032&doi=10.1007%2fs11528-017-0213-1&partnerID=40&md5=a264d1faa34c33eefe4b917cde10764f","While authors like Mayer (2009) suggest that designers should avoid using visuals for the purpose of attracting learners’ interests, some scholars suggest that visuals could influence learners’ emotions. In this study the author investigated whether the perception of the visual appeal of instructional handouts affects learners’ self-reported motivation to learn from the handouts. Two handouts were prepared for this study: a minimalist handout following Mayer’s (2009) Coherence Principle and an appealing handout complying with everyday visual trends. Participants were instructed to look at the handouts in different orders according to groups and were asked about their impressions of the handouts. The appealing handout was perceived as motivating when it was seen after the minimalist handout. However, the group that saw the minimalist handout first did not perceive the appealing handout as motivating. The result implies that not only the design but also the learning context influences learners’ self-reported motivation to engage with the handout. © 2017, Association for Educational Communications & Technology.","","English","Article","Final",""]

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["Abujarad, Fuad; Peduzzi, Peter; Mun, Sophia; Carlson, Kristina; Edwards, Chelsea; Dziura, James; Brandt, Cynthia; Alfano, Sandra; Chupp, Geoffrey","Comparing a Multimedia Digital Informed Consent Tool With Traditional Paper-Based Methods: Randomized Controlled Trial.","JMIR formative research",5,"10.2196/20458",null,"2021 Oct 19",2021,"BACKGROUND: The traditional informed consent (IC) process rarely emphasizes research participants' comprehension of medical information, leaving them vulnerable to unknown risks and consequences associated with procedures or studies.OBJECTIVE: This paper explores how we evaluated the feasibility of a digital health tool called Virtual Multimedia Interactive Informed Consent (VIC) for advancing the IC process and compared the results with traditional paper-based methods of IC.METHODS: Using digital health and web-based coaching, we developed the VIC tool that uses multimedia and other digital features to improve the current IC process. The tool was developed on the basis of the user-centered design process and Mayer's cognitive theory of multimedia learning. This study is a randomized controlled trial that compares the feasibility of VIC with standard paper consent to understand the impact of interactive digital consent. Participants were recruited from the Winchester Chest Clinic at Yale New Haven Hospital in New Haven, Connecticut, and healthy individuals were recruited from the community using fliers. In this coordinator-assisted trial, participants were randomized to complete the IC process using VIC on the iPad or with traditional paper consent. The study was conducted at the Winchester Chest Clinic, and the outcomes were self-assessed through coordinator-administered questionnaires.RESULTS: A total of 50 participants were recruited in the study (VIC, n=25; paper, n=25). The participants in both groups had high comprehension. VIC participants reported higher satisfaction, higher perceived ease of use, higher ability to complete the consent independently, and shorter perceived time to complete the consent process.CONCLUSIONS: The use of dynamic, interactive audiovisual elements in VIC may improve participants' satisfaction and facilitate the IC process. We believe that using VIC in an ongoing, real-world study rather than a hypothetical study improved the reliability of our findings, which demonstrates VIC's potential to improve research participants' comprehension and the overall process of IC.TRIAL REGISTRATION: ClinicalTrials.gov NCT02537886; https://clinicaltrials.gov/ct2/show/NCT02537886.","MEDLINE:34665142",34665142]
["Cojean, Salome; Jamet, Eric","Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes","BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY",53,"10.1111/bjet.13164","2021-09-01","MAR 2022",2022,"Learning from videos is becoming an important part of educational activities, but video content may be difficult to process, mainly because its organization is not very salient in this medium. The learner's organization process should be enhanced by (1) displaying the structure (ie, table of contents) in the video-based environment, and (2) proposing interactivity tools (interactive table of contents and cued timeline) to use this structure in a more efficient way. A total of 57 participants (higher education students) were divided into three groups (no table of contents, table of contents, and interactive table of contents) to assess the effects of displaying a structure on learning outcomes and behaviours. Results showed that tables of contents boosted topic recall, and interactivity allowed learners to perform more relevant reviewing behaviours. However, reviewing behaviours appear to be broadly timeline-driven, and learners did not actively use the interactive table of contents. No significant effect was found on other learning outcomes (ie, content memorization and comprehension). One suggestion is that a table of contents, especially when it is interactive, can be an organizational aid during the construction of a mental model, but learners may underestimate its usefulness. Practitioner notes What is already known about this topic Educational videos are increasingly being used for learning According to the cognitive theory of multimedia learning, organizing incoming information is essential for learning In written documents, a table of contents may serve as an organizational aid In information-seeking tasks, an interactive table of contents improves localization. What this paper adds Adding a table of contents to a video may promote topic recall, but not content learning. An interactive table of contents may enhance consultation strategies (eg, reviewing information). Learners tend to use timelines, rather than tables of contents, to navigate videos. Implications for practice When designing an educational video, adding an interactive table of contents may enhance the quality of learning. Different strategies seem to be employed by learners, with some of them displaying no reviewing behaviours at all. Learners may underestimate the usefulness of the table of contents, so it may be necessary to encourage then to use it.","WOS:000696255200001"]
["Dirkx, K. J. H.; Skuballa, I; Manastirean-Zijlstra, C. S.; Jarodzka, H.","Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking","INSTRUCTIONAL SCIENCE",49,"10.1007/s11251-021-09542-9","2021-09-01","OCT 2021",2021,"The use of computer-based tests (CBTs), for both formative and summative purposes, has greatly increased over the past years. One major advantage of CBTs is the easy integration of multimedia. It is unclear, though, how to design such CBT environments with multimedia. The purpose of the current study was to examine whether guidelines for designing multimedia instruction based on the Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) will yield similar effects in CBT. In a within-subject design, thirty-three vocational students completed a computer-based arithmetic exam, in which half of the items were presented in an original design format, and the other half was redesigned based on the CTML principles for instructional design (i.e., adapted format). Results showed that applying CTML principles to a CBT decreased the difficulty of the test items, i.e., students scored significantly higher on the adapted test items. Moreover, eye-tracking data showed that the adapted items required less visual search and increased attention for the question and answer. Finally, cognitive load, measured as silent pauses during a secondary think-aloud task, decreased. Mean fixation duration (a different indicator of cognitive load), however, did not significantly differ between adapted and original items. These results indicate that applying multimedia principles to CBTs can be beneficial. It seems to prevent cognitive overload and helps students to focus on important parts of the test items (e.g., the question), leading to better test results.","WOS:000692053800001"]
["Kaimara, Polyxeni; Deliyannis, Ioannis; Oikonomou, Andreas; Fokides, Emmanuel","Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties","TECHNOLOGIES",9,"10.3390/technologies9030050",null,"SEP 2021",2021,"Effectiveness, efficiency, scalability, autonomy, engagement, flexibility, adaptiveness, personalization, conversationality, reflectiveness, innovation, and self-organization are some of the fundamental features of smart environments. Smart environments are considered a good learning practice for formal and informal education; however, it is important to point out the pedagogical approaches on which they are based. Smart learning environments (SLEs) underline the flexibility of eclectic pedagogy that places students at the center of any educational process and takes into account the diversity in classrooms. Thus, SLEs incorporate pedagogical principles derived from (1) traditional learning theories, e.g., behaviorism and constructivism, (2) contemporary pedagogical philosophy, e.g., differentiated teaching and universal design for learning, (3) theories that provide specific instructions for educational design, e.g., cognitive theory of multimedia learning and gamification of learning. The innovative concept of transmedia learning is an eclectic pedagogical approach, which in addition to learning principles, blends all available media so far. WUIM is a transmedia program for training independent living skills aimed primarily at children with learning disabilities, which emerged from the composition of pedagogical theories, traditional educational materials and cutting-edge technologies such as augmented and virtual reality, and art-based production methodologies. This paper outlines the development of WUIM, from the prototyping presented at the 4th International Conference in Creative Writing (2019) to the Alpha and Beta stages, including user and expert evaluations.","WOS:000701157700001"]
["Burkhart, Christian; Lachner, Andreas; Nueckles, Matthias","Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students' Written Explanations","JOURNAL OF EDUCATIONAL PSYCHOLOGY",113,"10.1037/edu0000607",null,"JUL 2021",2021,"Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students' writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (i.e., text, graphic), which may increase cognitive load. By applying principles of multimedia learning, in two experiments, we investigated whether interrepresentational signaling and spatial contiguity would have differential effects on students' subsequent writing performance and on the processing of the graphical feedback. In Experiment 1, students wrote an expository text and either received conventional concept-map feedback, correspondence-enhanced concept-map feedback with interrepresentational signaling, spatially contiguous feedback, or no feedback during text revision. Regarding local cohesion, we found that students profited most when they received spatially contiguous feedback. Contrarily, correspondence-enhanced concept-map feedback was most effective for improving global cohesion. In Experiment 2, we examined the attentional processes while using correspondence-enhanced concept-map feedback versus conventional concept-map feedback by means of eye-tracking. Students receiving correspondence-enhanced concept-map feedback had longer fixation times on the concept-maps, more transitions between their text and the concept-map and were more efficient in improving their text for global cohesion than students receiving concept-maps without signaling. The findings suggest that interrepresentational signaling and spatial contiguity differentially contributed to students' writing. Therefore, choosing the adequate format of instructional support plays a critical role in scaffolding students' writing.","WOS:000683461500009"]
["Aysolmaz, Banu; Reijers, Hajo A.","Animation as a dynamic visualization technique for improving process model comprehension","INFORMATION & MANAGEMENT",58,"10.1016/j.im.2021.103478","2021-05-01","JUL 2021",2021,"Process models are widely used for various system analysis and design activities, but it is challenging for stakeholders to understand these complex artifacts. In this work, we focus on the use of dynamic visualization techniques, in particular animation, to help reduce users' cognitive load when making sense of process models. We built on the principles of the cognitive theory of multimedia learning, cognitive load theory, and cognitive dimensions framework to develop an adaptive animation solution. Our experiments suggested that process model comprehension improves when users of process models are provided with animation features; the effect is moderated by process modeling expertise according to a U-shape. Our study contributes to the field of conceptual modeling by making a strong case for the use of animation to support complex problem-solving tasks. Moreover, our animation solution offers ample opportunities for being integrated into industrial modeling tools.","WOS:000661260800007"]
["Rickley, Marketa; Kemp, Pavlina","Effects of Video Lecture Design and Production Quality on Student Outcomes: A Quasi-Experiment Exploiting Change in Online Course Development Principles","ELECTRONIC JOURNAL OF E-LEARNING",19,"",null,"APR 2021",2021,"In seeking competitive advantage, many online graduate programs have turned to improving the quality of video lectures by investing in instructional designers and in-studio production. However, it is unclear how much video lecture design and production quality improve student outcomes. We used a regression discontinuity to evaluate how video lecture design and production practices that adhere to principles of multimedia learning affect perceived learning and student satisfaction. The study involved 300 students taking an online graduate course at a large, public research university, where 194 students were exposed to video lectures designed and produced by the instructor and 106 students were exposed to video lectures designed in collaboration between the instructor and instructional designers and produced in studio. Our findings indicate that designing and producing video lectures in accordance with principles of multimedia learning has a meaningful causal effect on students' perceived learning and a marginal effect on student satisfaction. We discuss the theoretical and practical implications of our findings for video lecture development and design in the context of online business education and the COVID-19 pandemic.","WOS:000684953400005"]
["Gansemer-Topf, Ann M.; Paepcke-Hjeltness, Verena; Russell, Ann E.; Schiltz, James","Drawing your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology","INNOVATIVE HIGHER EDUCATION",46,"10.1007/s10755-020-09542-6","2021-03-01","JUN 2021",2021,"Sketchnoting is a design methodology that involves communicating concepts visually. This active learning tool has shown potential for influencing student learning but its applications have been limited. Adopting the principles of research related to the Scholarship of Teaching and Learning and employing Mayer's cognitive theory of multimedia learning, our interdisciplinary team from industrial design, biology, and education incorporated this pedagogical tool in an undergraduate upper-level ecology course and assessed its effectiveness. We found that students' perceptions of the value of using tools such as sketchnoting did not significantly change after being introduced to the tool, but over two-thirds of students found the tool valuable and would recommend it to other students. The percentages of students who used the tool never or seldom, remained similar over the semester, but a much higher percentage of students increased their use of sketchnoting. We found that there were differences in how students utilized sketchnoting for learning. Students reported the importance of using sketchnoting for communicating. Because drawings are critical ways to communicate science, teaching visual representation techniques such as sketchnoting can improve science students'ability to identify and solve problems; subsequently improving their long-term success. Additional research exploring why and how this approach could be integrated within college coursework and how it can support learning in science is needed. Framed as an example of SoTL work, our efforts also highlight the iterative nature of these projects and the importance for researchers and faculty members to embrace the multiple roles of teacher and learner.","WOS:000627215800001"]
["Castro-Alonso, Juan C.; de Koning, Bjorn B.; Fiorella, Logan; Paas, Fred","Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load","EDUCATIONAL PSYCHOLOGY REVIEW",33,"10.1007/s10648-021-09606-9","2021-03-01","DEC 2021",2021,"Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and drawings to complement texts); (b) the split-attention effect or spatial contiguity principle (show texts contiguously or integrated with visualizations); (c) the redundancy effect, alike the coherence principle (remove nonessential learning information); (d) the signaling principle (cue or signal essential learning information); and (e) the transient information effect or segmenting principle (segment or control the pace of animations and videos). Usually, both cognitive theories have investigated solutions that instructors, teachers, and designers should pursue to optimize students' learning. Here, in a novel approach, we show that these strategies can also be used by learners who want to self-manage their cognitive load and learning process. We provide several examples of both instructor- and learner-managed solutions aligned with these strategies. When assessing which agent, either the instructor or the learner, was most effective, we observed mixed results in the literature. However, the expertise reversal effect may help predict the direction of these effects: novice students may learn better under instructor-managed conditions, whereas more expert students may learn more under learner-managed conditions.","WOS:000626804900001",33716467]
["Keller, Sebastian; Rumann, Stefan; Habig, Sebastian","Cognitive Load Implications for Augmented Reality Supported Chemistry Learning","INFORMATION",12,"10.3390/info12030096",null,"MAR 2021",2021,"This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students' cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.","WOS:000633696300001"]
["Iverson, Nicholas; Subbaraj, Lakshmi; Babik, Jennifer M.; Brondfield, Sam","Evaluating an Oncology Video Curriculum Designed to Promote Asynchronous Subspecialty Learning for Internal Medicine Residents","JOURNAL OF CANCER EDUCATION",36,"10.1007/s13187-021-01968-6","2021-01-01","APR 2021",2021,"Internal medicine (IM) residents frequently see patients in subspecialty clinics. However, there are few published core subspecialty curricula targeted to residents' learning and practical needs, and little guidance regarding delivery of core subspecialty content to residents rotating across multiple clinical sites. Evaluate a novel oncology video curriculum for IM residents as a model for asynchronous subspecialty resident learning. Using the cognitive theory of multimedia learning, we developed a five-part oncology video curriculum targeted specifically to the needs of IM residents. All second- and third-year residents rotating in oncology clinics from October 2018 to March 2019 at a single training program were invited to participate. We evaluated curricular demand, efficacy, and acceptability, using completion rates, knowledge tests, and a survey. Twenty-eight of 31 (90.3%) residents utilized the curriculum. Resident knowledge improved after utilizing the modules, by 36.9% from pre- to posttests (95% CI [31.3-42.5]; P<0.001) and 13.7% from pre- to delayed posttests (95% CI [7.5-20.0]; P<0.001). Twenty-four of 31 (77.4%) answered the survey. Most residents agreed or strongly agreed that the curriculum contributed to their knowledge (95.2%) and added educational value beyond the clinical rotation (93.1%). Our curriculum evaluation supports the asynchronous delivery of oncology education targeted to the learning needs of IM residents using a novel core video curriculum. These curricular methods provide a model for delivering subspecialty education to IM residents with complex and busy schedules.","WOS:000612873800001",33515204]
["Castro-Alonso, Juan C.; Wong, Rachel M.; Adesope, Olusola O.; Paas, Fred","Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis","EDUCATIONAL PSYCHOLOGY REVIEW",33,"10.1007/s10648-020-09587-1","2021-01-01","SEP 2021",2021,"Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents' characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents' characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N = 2104) revealed a small overall effect (g+ = 0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+ = 0.38) tended to be more effective than 3D agents (g+ = 0.11). As predicted by the computers are social actors hypothesis, most of the agents' characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents.","WOS:000604466100001"]
["Chen, Chun-Ying; Yen, Pey-Ru","Learner control, segmenting, and modality effects in animated demonstrations used as the before-class instructions in the flipped classroom","INTERACTIVE LEARNING ENVIRONMENTS",29,"10.1080/10494820.2019.1572627",null,"JAN 2 2021",2021,"Multimedia principles such as segmentation, learner control, and modality have been proposed to ensure animated demonstrations (AD) effectiveness. However, several studies that apply multimedia principles in different learning contexts with different learners have found boundary conditions for several effects. This study thus aimed to investigate different levels of learner control, segmenting, and modality effects on learning and cognitive load when AD was used as the before-class instructions in the flipped classroom, in which the boundary conditions include self-pacing and sufficient learning time. Two experiments (low control vs. high control) were conducted with a 2 x 2 (segmentation: nonsegmented vs. segmented; modality: narrated vs. captioned) between-subjects ANOVA design. A supplementary analysis across the two experiments was further conducted to distinguish between the main effects of learner control and segmentation. The findings of this study have important implications for the design of before-class instructions to enhance student engagement and understanding.","WOS:000612697000003"]
["Aravind, B. R.; Rajasekaran, V","Exploring Dysphasia Learners' Vocabulary Acquisition through the Cognitive Theory of Multimedia Learning: An Experimental Study","INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING",16,"10.3991/ijet.v16i12.22173",null,"2021",2021,"Purpose of the study: The present study was conducted to investigate the impact of the Cognitive Theory of Multimedia Learning for students with dysphasia in learning disabilities. Another aim was to find out the acquisition of vocabulary toward News in levels lesson - Robinson Crusoe for Students of English. Twenty-four students with dysphasia in learning disabilities have participated in the study. The sample population was exposed to a similar handing environment for the research though they had various backgrounds. All the instructions, experiments, teaching-learning activities were provided in the special education resource room.Methodology: The Experimental Research Design was employed in the study. Pre-test, post-test, retention test, and Vocabulary Knowledge Scale questionnaire were administrated to collect the required data from both the control and experimental groups to study the impact of the multimedia and non-multimedia instructional methods.Major findings: The research findings revealed that the multimedia instructional method of teaching outperformed the non-multimedia instructional group. The retention test results and the Vocabulary Knowledge Scale questionnaire reaffirmed that students with dysphasia have motivated and store the new information in their long-term memory. They could retain most of the vocabulary when the multimedia instructional method was integrated into the teaching-learning process. All the test result scores were analyzed using the SPSS software package. A paired test value comparison was used to compare the results for both the control and experimental groups.","WOS:000663361200017"]
["Hadie, Siti Nurma Hanim; Tan, Vina Phei Sean; Omar, Norsuhana; Nik Mohd Alwi, Nik Aloesnisa; Lim, Hooi Lian; Ku Marsilla, Ku Ishak","COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation.","Frontiers in medicine",8,"10.3389/fmed.2021.739238",null,"2021",2021,"This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.","MEDLINE:34671622",34671622]
["Lin, Huang-Yao; Tsai, Shu-Chiao","Student perceptions towards the usage of AR-supported STEMUP application in mobile courses development and its implementation into English learning","AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY",37,"10.14742/ajet.6125",null,"2021",2021,"This study investigated the use of an augmented reality (AR)-supported application called STEMUP to develop mobile English courses on Android and iOS smartphones. It focused on vocabulary and listening and speaking skills, in an initial assessment of the effectiveness of implementing AR-based mobile English courses. The study was conducted with English major sophomores who took an elective course, Design and Practice of Mobile Learning, at a technology university in Taiwan. A preliminary curriculum was prepared for integrating STEMUP into English courses in which students would not only learn how to develop AR-based mobile English courses but also practise target English skills with two assigned English courses on STEMUP. The results from the student questionnaire indicated that the layout design of the student-generated AR-based mobile English courses complied with several of Mayer's principles of multimedia learning and that the focus on learning with the mobile English courses met Chapelle's seven suggested criteria for the development of multimedia computer-assisted language learning. The students of English as a foreign language responded that STEMUP was an easy application for developing AR-based mobile English courses and that learning with the assigned AR-based mobile English courses was interesting and motivational.Implications for practice or policy:Teachers of English as a foreign language can easily develop AR-based mobile English courses on STEMUP by referring to Mayer's principles of multimedia learning.Focusing on learning English language with AR-based mobile courses meets Chapelle's suggested criteria for development of multimedia computer-assisted language learning.This AR-supported STEMUP can be extended to educational settings, especially in remote schools that lack English learning resources and teachers.","WOS:000679351100007"]
["Longo, Luca; Orru, Giuliano","Evaluating instructional designs with mental workload assessments in university classrooms","BEHAVIOUR & INFORMATION TECHNOLOGY",41,"10.1080/0144929X.2020.1864019","2020-12-01","APR 26 2022",2022,"Cognitive cognitive load theory (CLT) has been conceived for improving instructional design practices. Although researched for many years, one open problem is a clear definition of its cognitive load types and their aggregation towards an index of overall cognitive load. In Ergonomics, the situation is different with plenty of research devoted to the development of robust constructs of mental workload (MWL). By drawing a parallel between CLT and MWL, as well as by integrating relevant theories and measurement techniques from these two fields, this paper is aimed at investigating the reliability, validity and sensitivity of three existing self-reporting mental workload measures when applied to long learning sessions, namely, the NASA Task Load index, the Workload Profile and the Rating Scale Mental Effort, in a typical university classroom. These measures were aimed at serving for the evaluation of two instructional conditions. Evidence suggests these selected measures are reliable and their moderate validity is in line with results obtained within Ergonomics. Additionally, an analysis of their sensitivity by employing the descriptive Harrell-Davis estimator suggests that the Workload Profile is more sensitive than the Nasa Task Load Index and the Rating Scale Mental Effort for long learning sessions.","WOS:000601372700001"]
["Greenberg, Kevin; Zheng, Robert; Gardner, Michael; Orr, Matthew","Individual differences in visuospatial working memory capacity influence the modality effect","JOURNAL OF COMPUTER ASSISTED LEARNING",37,"10.1111/jcal.12519","2020-12-01","JUN 2021",2021,"The cognitive theory of multimedia learning postulates learning information in a dual-modality design is more effective than in a single modality, which is known as the modality effect. Research has found that the modality effect supports problem-solving learning, but not retention-based learning. This divergence in findings can be explained by the mediating effects of individual differences in visuospatial working memory. The current study confirmed the modality effect, showing superiority of dual-modality over single modality. Results revealed a significant interaction between visuospatial working memory and modality by retention, but no such interaction was obtained for problem solving. It was found that learners with low visuospatial working memory scored higher on retention in dual modality than these in single modality. Interestingly, no differences were found for learners with high visuospatial working memory on retention in both single- and dual-modality conditions. The findings may explain for whom the modality effect works in relation to retention. Finally, the analysis showed no association between modality conditions and subtypes of cognitive load, that is, extraneous and germane cognitive load.","WOS:000600344100001"]
["Bolkan, San","Storytelling in the Classroom: Facilitating Cognitive Interest by Promoting Attention, Structure, and Meaningfulness","COMMUNICATION REPORTS",34,"10.1080/08934215.2020.1856901","2020-12-01","JAN 2 2021",2021,"Instructors often tell stories in class as a way of explaining course material. And, the use of stories can lead to improvements in student learning. What has yet to be explained, however, is how stories might lead to changes in students' knowledge. Using cognitive theory of multimedia learning as a guide, the current study examined data from 231 students to determine how instructional storytelling associated with students' perceived cognitive learning operationalized as students' cognitive interest. Results supported the contention that when instructors used course-oriented, concrete, and memorable stories, they increased students' perceptions of cognitive interest both directly and indirectly through an increase in their attention and their perceptions of organization and integration.","WOS:000599289000001"]
["Monkman, Helen; Kushniruk, Andre W; Borycki, Elizabeth M; Sheets, Debra J; Barnett, Jeffrey","Differences in Memory, Perceptions, and Preferences of Multimedia Consumer Medication Information: Experimental Performance and Self-Report Study.","JMIR human factors",7,"10.2196/15913",null,"2020 Dec 01",2020,"BACKGROUND: Electronic health resources are becoming prevalent. However, consumer medication information (CMI) is still predominantly text based. Incorporating multimedia into CMI (eg, images, narration) may improve consumers' memory of the information as well as their perceptions and preferences of these materials.OBJECTIVE: This study examined whether adding images and narration to CMI impacted patients' (1) memory, (2) perceptions of comprehensibility, utility, or design quality, and (3) overall preferences.METHODS: We presented 36 participants with CMI in 3 formats: (1) text, (2) text + images, and (3) narration + images, and subsequently asked them to recall information. After seeing all 3 CMI formats, participants rated the formats in terms of comprehensibility, utility, and design quality, and ranked them from most to least favorite.RESULTS: Interestingly, no significant differences in memory were observed (F2,70=0.1, P=0.901). Thus, this study did not find evidence to support multimedia or modality principles in the context of CMI. Despite the absence of effects on memory, the CMI format significantly impacted perceptions of the materials. Specifically, participants rated the text + images format highest in terms of comprehensibility (chi22=26.5, P<.001) and design quality (chi22=35.69, P<.001). Although the omnibus test suggested a difference in utility ratings as well (chi22=8.21, P=.016), no significant differences were found after correcting for multiple comparisons. Consistent with perception findings, the preference ranks yielded a significant difference (chi22=26.00, P<.001), whereby participants preferred the text + images format overall. Indeed, 75% (27/36) of participants chose the text + images format as their most favorite. Thus, although there were no objective memory differences between the formats, we observed subjective differences in comprehensibility, design quality, and overall preferences.CONCLUSIONS: This study revealed that although multimedia did not appear to influence memory of CMI, it did impact participants' opinions about the materials. The lack of observed differences in memory may have been due to ceiling effects, memory rather than understanding as an index of learning, the fragmented nature of the information in CMI itself, or the size or characteristics of the sample (ie, young, educated subjects with adequate health literacy skills). The differences in the subjective (ie, perceptions and preferences) and objective (ie, memory) results highlight the value of using both types of measures. Moreover, findings from this study could be used to inform future research on how CMI could be designed to better suit the preferences of consumers and potentially increase the likelihood that CMI is used. Additional research is warranted to explore whether multimedia impacts memory of CMI under different conditions (eg, older participants, subjects with lower levels of health literacy, more difficult stimuli, or extended time for decay).","MEDLINE:33258780",33258780]
["Afify, Mohammed Kamal","EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING","TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION",21,"",null,"OCT 2020",2020,"The importance of using the interactive video has been widely recognized in e-learning courses. However, there are several variables that can affect learners' engagement and their learning through watching digital interactive videos. the main purpose of this study is to examine whether long interactive videos can improve students' performance in tests, retention of learning in the long term, and reduce the cognitive load compared to medium and short videos. An experimental research was conducted on a sample of (63) students of the Faculty of Education at Imam Abdul Rahman University bin Faisal who are registered to study both the courses of Education Technology (EDUM 195N), and Design and Production of Multimedia (EDUM 330N). A three-group experimental design was used. The results were analyzed and interpreted in the light of cognitive load theory and Cognitive Theory of Multimedia Learning. In light of the research findings, the researcher presented a set of recommendations for use in the design and development of content of interactive digital video-based learning environments. The research results can mainly benefit stakeholders and education practitioners, specifically universities, schools, and companies in providing interactive digital video-based learning and training in e-learning and distance learning environments.","WOS:000577991000004"]
["Ndihokubwayo, Kizito; Uwamahoro, Jean; Ndayambaje, Irenee","Effectiveness of PhET Simulations and YouTube Videos to Improve the Learning of Optics in Rwandan Secondary Schools","AFRICAN JOURNAL OF RESEARCH IN MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION",24,"10.1080/18117295.2020.1818042","2020-10-01","MAY 3 2020",2020,"Effective teaching of physics requires the use of well-designed and diversified instructional tools such as multimedia throughout the teaching and learning process. The main objective of this study was to investigate the effectiveness of Physics Educational Technology (PhET) simulations and YouTube videos to improve the learning of optics in Rwandan secondary schools. The study was framed by the cognitive theory of multimedia learning. A total of 136 senior-4 physics students from six schools were divided among three groups and taught with the usual teaching methods only, the usual teaching methods supported by PhET simulations or YouTube videos, respectively. Student achievement was measured by administering the Geometric Optics Conceptual Understanding Test to each group of students before and after teaching. The groups of students who were taught using PhET simulations and YouTube videos achieved significantly more gains on the posttest compared with the students who experienced neither. PhET simulations and YouTube videos saw average normalised learning gains of 12 and 11%, respectively, while students who experienced solely the usual teaching methods got a gain of only 2%. These results show that the use of PhET simulations without student manipulation (as applied in this study) is equally effective as the use of YouTube videos. The researchers recommend that teachers incorporate these instructional tools as a way of effectively teaching and learning optics.","WOS:000573984500001"]
["Khong, Hou Keat; Kabilan, Muhammad Kamarul","A theoretical model of micro-learning for second language instruction","COMPUTER ASSISTED LANGUAGE LEARNING",null,"10.1080/09588221.2020.1818786","2020-09-01","",2020,"The notion of Micro-Learning (ML) has been repeatedly accented as a successful learning approach in different learning phenomena. Despite these optimistic emphases, several studies lack a theoretical grounding in adoption of ML, thus missing a shared perspective of the education community. The scarce theoretical justification for understanding the nuanced dynamics of ML restricts the practical use of this pedagogical approach in Second Language (L2) instruction. Therefore, this paper seeks to fill the gap by proposing a theoretical model of ML for L2 instruction. First, a brief background on ML is provided evaluating its benefits and pitfalls in general teaching and learning enterprise. Second, three established theories are explicitly discussed based on a careful examination of the conceptual characteristics and empirical observations of ML. A theoretical model of ML is then devised based on relations postulated among proposed theories and application of the model to existing L2 MLs is made explicit. Finally, implications for research and practice are discussed to offer a more robust and descriptive picture of how ML can promote L2 teaching and learning across different contexts. Drawing from these theoretical insights, a principled way to integrating ML into L2 instruction can be made available for future research.","WOS:000568950800001"]
["Soicher, Raechel N.; Becker-Blease, Kathryn A.","Testing the segmentation effect of multimedia learning in a biological system","JOURNAL OF COMPUTER ASSISTED LEARNING",36,"10.1111/jcal.12485","2020-08-01","DEC 2020",2020,"Multimedia instruction, the combination of pictures and words to produce meaningful learning, involves attention, selection, organization, and integration of new information with previously- learned information. Because there is a large, theory--based literature supporting the effectiveness of multimedia instruction, we proposed that multimedia instruction could be leveraged to address issues in health communication. The cognitive theory of multimedia learning outlines techniques to improve meaningful learning when the processing load of essential information exceeds the cognitive capacity of the learner (Mayer, 2014). Specifically, segmentation, or presentation of the material in a learner- paced fashion, results in deeper learning of the material than continuous presentation (Mayer & Chandler, 2001). We proposed a conceptual replication of the segmentation effect with multimedia materials relevant in a health communication context. We hypothesized that transfer of information from a multimedia presentation about kidney function would be improved in a segmented, versus continuous, condition. Additionally, we hypothesized that participants' perceived cognitive load during the learning task would be lower in the segmented, versus continuous, presentation condition. We were unable to replicate either of these advantages for the use of segmentation with health-related materials.","WOS:000563124500001"]
["Monteiro, Ana Maria Vieira; Ribeiro, Patrícia Nora de Souza","VIRTUAL REALITY IN ENGLISH VOCABULARY TEACHING: AN EXPLORATORY STUDY ON AFFECT IN THE USE OF TECHNOLOGY","Trabalhos em Linguística Aplicada",59,"10.1590/01031813756931620200716",null,"2020-08",2020,"ABSTRACT The evaluative studies of hypermedia effects on second language acquisition have been mostly applied to interfaces whose user’s input is limited to clicks, typed texts, and voice. Nonetheless, virtual reality (VR) technology expanded user’s interactions with a data processing machine since it explores a sense of presence through body language, 360-degrees images, and tactile techniques. It is in this context that this paper approaches VR to explore its potential for foreign language vocabulary teaching and learning, considering mainly the appraisal mechanisms novelty and pleasantness proposed by Schumann (1999). This exploratory research presents the preparation and the results of a study applied to sixteen undergraduate English students at the Federal University of Juiz de Fora, Brazil, as well as to nine students from the author’s one private course. The technology used in this study were three Google products: Cardboard™, as the VR headset; Expeditions, for the narrative; and Polly, for the building of the VR scenes. The following methodological actions were addressed to the participants of the study: an English placement test; vocabulary tests; exposure to the virtual environment, a guided visit to Museo Frida Kahlo, in Mexico; and a questionnaire on the evaluation of the experience. At the theoretical level, the present study is based on the assumptions of the Cognitive Theory of Multimedia Learning (MAYER, 2001) and in the role of affect in language learning (SCHUMANN, 1997; 1999). The results of vocabulary tests, the questionnaire, and limitations of the technology are discussed, giving a basis for the conclusion that VR can significantly contribute to foreign language vocabulary teaching and learning since the technology has the potential to motivate students and immerse them into real-life-like scenarios.","SCIELO:S0103-18132020000201310"]
["Hsu, Yuling","Teaching geometrics to young learners using computer-based simulation: the interaction effect of guidance, in relation to representation and manipulation, with socio-cultural background","INTERACTIVE LEARNING ENVIRONMENTS",null,"10.1080/10494820.2020.1777168","2020-06-01","",2020,"Computer simulations have become widely available to support geometric learning; however, the type and amount of guidance, as well as the freedom to engage in self-directed learning that should be allowed for children from differential socio-cultural backgrounds, have not yet been clarified. On the basis of the cognitive theory of multimedia learning and cognitive load theory, we varied guidance - in relation to representation and manipulation - between two levels (high and low) to form four conditions. We investigated 152 fifth-grade students with various socio-cultural backgrounds (80 were non-indigenous and 72 were indigenous) to explore the interaction effects of guidance on their learning of area-related concepts using a computer simulation-based environment. The results indicated that the learning performance of children from various socio-cultural backgrounds interacts with four experimental conditions at different guidance levels. More specifically, the indigenous children outperformed the non-indigenous children in highly directed learning environment, but the non-indigenous children outperformed the indigenous children in learning environments that entailed a high degree of exploration. Children from different socio-cultural backgrounds also exhibited various patterns of germane cognitive load. Finally, we discussed future study directions based on cognitive and socio-cultural perspectives for simulation-based learning environments.","WOS:000544797900001"]
["Chan, Kit Ying; Lyons, Claire; Kon, Lo Lo; Stine, Katelyn; Manley, Melissa; Crossley, Anthony","Effect of on-screen text on multimedia learning with native and foreign-accented narration","LEARNING AND INSTRUCTION",67,"10.1016/j.learninstruc.2020.101305",null,"JUN 2020",2020,"This study examined the impact of redundant on-screen text on learning from an animated PowerPoint presentation, narrated either by a native or a foreign-accented narrator, with no text, summary text, or full text. Participants completed retention and transfer tests and rated the cognitive load induced by the narration and the PowerPoint materials. With a native narrator, participants performed better on transfer with no text than summary text (redundancy effect). The foreign-accented narration was perceived to be more difficult to understand. Transfer performance was worse for accented than native narration with no text, replicating a voice effect. With a foreign-accented narrator, participants performed better on retention with full text than summary text. Full text facilitated decoding of the accented narration at the word level, but it did not facilitate deep processing for knowledge transfer. The results are discussed in the context of cognitive load and the cognitive theory of multimedia learning.","WOS:000525859500001"]
["Knoop-van Campen, Carolien A. N.; Segers, Eliane; Verhoeven, Ludo","Effects of audio support on multimedia learning processes and outcomes in students with dyslexia","COMPUTERS & EDUCATION",150,"10.1016/j.compedu.2020.103858",null,"JUN 2020",2020,"Adding audio to written text may cause redundancy effects, but could be beneficial for students with dyslexia for whom it supports their reading. Studying both learning process and learning outcomes in students with and without dyslexia can shed light on this issue and helps to find out whether there are constraints to the redundancy effect as proposed in the Cognitive Theory of Multimedia Learning. We examined to what extent adding -redundant- audio affects multimedia learning in 42 university students with dyslexia and 44 typically developing students. Participants studied two user-paced multimedia lessons (text-picture, text-audio-picture) with retention and transfer post-tests. An SMI RED-500 eye-tracker captured eye-movements during learning. Regarding process measures, students had longer study times, with more focus on pictures, and more transitions between text and pictures in the text-audio-picture condition. Regarding learning outcomes, negative redundancy effects on transfer knowledge (deep learning), but not on (factual) retention knowledge were found across both groups. When relating learning processes to learning outcomes, longer study time predicted higher transfer knowledge in both groups in the text-audio-picture condition, whereas in the text-picture condition, more study time predicted lower transfer knowledge in typically developing students only. To conclude, adding audio seems to have a negative effect on the quality of knowledge and leads to less efficient learning across the two groups. Reading ability does not impact the universality of the redundancy effect, but students with dyslexia should only use audio support when aiming to learn factual knowledge and should be aware that it increases study time.","WOS:000518405100007"]
["Mahajan, Rajiv; Gupta, Kapil; Gupta, Piyush; Kukreja, Sahiba; Singh, Tejinder","Multimedia Instructional Design Principles: Moving from Theoretical Rationale to Practical Applications","INDIAN PEDIATRICS",57,"10.1007/s13312-020-1854-2",null,"JUN 2020",2020,"Since the introduction of cognitive theory of multimedia learning more than a decade back much empirical evidence has substantiated the theoretical rationale of multimedia instructional design principles. Medical educators use multimedia mostly for delivering lectures in the form of power-point presentations. Abundant literature is available giving instructions on the appropriate use of font type and sizeetc.to be used in power-point slides, but the literature applying multimedia instructional design principles for preparing effective presentations leading to active and meaningful learning is scanty. This paper deals with theoretical aspects of multimedia instructional design principles and the ways of effectively incorporating these principles for designing meaningful power-point presentations.","WOS:000547462300015",32221049]
["Kayler, Liise K.; Dolph, Beth; Seibert, Rachel; Keller, Maria; Cadzow, Renee; Feeley, Thomas H.","Development of the living donation and kidney transplantation information made easy (KidneyTIME) educational animations","CLINICAL TRANSPLANTATION",34,"10.1111/ctr.13830",null,"APR 2020",2020,"Background Current web-based educational approaches about living kidney donation (LKD) are complex, lengthy, and/or text-laden, which may impair accurate interpretation of information, thereby limiting kidney transplant access.Purpose This paper describes the process of developing animation-based LKD education designed to be suitable for and acceptable to kidney transplant candidates and their support networks.Methods Based on formative work, early animation prototypes were designed by a transplant surgeon and a health communication expert. In qualitative focus groups and individual interviews, animation prototypes were shown to 46 kidney transplant recipients, 28 kidney transplant candidates, 32 previous or potential kidney donors, 10 caregivers, 32 transplant providers, 24 dialysis providers, and 4 cultural and community advisors for their input regarding animation suitability, acceptability, and potential usability/feasibility. Viewer feedback was used to iteratively refine the animations. Animation design to facilitate adult learning was guided by elaboration theory, Bandura's self-efficacy theory, and Mayer's cognitive theory of multimedia learning.Results KidneyTIME currently consists of 12 animations about LKD process, benefits, and risks.Conclusions Patients/friends/family members, experts, and stakeholders provided valuable feedback to the research team that was integrated into the development of KidneyTIME with the goal of enhancing suitability, acceptability, engagement, usability, and feasibility of dissemination.","WOS:000528798200001",32072670]
["Malone, Sarah; Altmeyer, Kristin; Vogel, Markus; Bruenken, Roland","Homogeneous and heterogeneous multiple representations in equation-solving problems: An eye-tracking study","JOURNAL OF COMPUTER ASSISTED LEARNING",36,"10.1111/jcal.12426","2020-03-01","DEC 2020",2020,"Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks framework holds that learning benefits depend on the specific functions of MERs. The current paper describes a conceptual replication study of one of the few studies comparing single representations, heterogeneous, and homogeneous MERs in the context of mathematics learning. In a balanced incomplete block design, the participants were provided single representations (a graphic, text, or formula) or a heterogeneous (e.g., text + graphic) or homogeneous (text + formula) combination of these to solve linear system of equations problems. In accordance with previous research, performance was superior in conditions providing MERs compared to single-representation conditions. Moreover, heterogeneous MERs led to time savings over homogeneous MERs which triggered an increase in cognitive load. Contrary to previous research, text was the least fixated representation whereas the graphical representation proved to be most beneficial. With regard to practical implications, experts should be fostered through more challenging homogeneous MERs whereas novices should be supported through the accessible graphic contained in heterogeneous MERs.","WOS:000517244300001"]
["Traxler, Rachel Elizabeth; Nakatsukasa, Kimi","The effectiveness of voice-on and voice-off instruction on ASL vocabulary acquisition","LANGUAGE TEACHING RESEARCH",24,"10.1177/1362168818791601",null,"MAR 2020",2020,"Whether to use spoken English for the instruction of American Sign Language (ASL) is a pedagogical debate for those teaching hearing second language learners. Previous investigations have found the use of learners' first language to be beneficial for vocabulary acquisition. Studies on sign languages, however, have found that a class taught completely using signs is more beneficial than a class that incorporates spoken English, although the cognitive theory of multimedia learning argues that receiving input in various modalities fosters learning. In the present study, the efficacy of voice-on or voice-off instruction for acquisition of ASL vocabulary is examined. Twenty-six hearing adult students in an ASL class received either voice-on (spoken English) or voice-off (ASL only) instruction for 13 vocabulary items. They completed a comprehension test in the pretest, immediate posttest, and delayed posttest, as well as a production test in the immediate and delayed posttest. The results showed significant improvements over time for both conditions for comprehension and production; however, no differences between the two conditions were observed.","WOS:000517836300007"]
["Makransky, Guido; Mayer, Richard; Noremolle, Anne; Cordoba, Ainara Lopez; Wandall, Jakob; Bonde, Mads","Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations","ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT",68,"10.1007/s11423-019-09690-3",null,"FEB 2020",2020,"There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop virtual reality (VR) laboratory simulation on the topic of genetics, with integrated assessment using multiple choice questions based on item response theory (IRT) and feedback based on the cognitive theory of multimedia learning. A pre-test post-test design was used to investigate three research questions related to: (1) students' perceptions of assessment in the form of MC questions within the VR genetics simulation; (2) the fit of the MC questions to the assumptions of the partial credit model (PCM) within the framework of IRT; and (3) if there was a significant increase in intrinsic motivation, self-efficacy, and transfer from pre- to post-test after using the VR genetics simulation as a classroom learning activity. The sample consisted of 208 undergraduate students taking a medical genetics course. The results showed that assessment items in the form of gamified multiple-choice questions were perceived by 97% of the students to lead to higher levels of understanding, and only 8% thought that they made the simulation more boring. Items within a simulation were found to fit the PCM and the results showed that the sample had a small significant increase in intrinsic motivation and self-efficacy, and a large significant increase in transfer following the genetics simulation. It was possible to develop assessments for online educational material and retain the relevance and connectedness of informal assessment while simultaneously serving the communicative and credibility-based functions of formal assessment, which is a great challenge facing education today.","WOS:000513352400014"]
["Noyes, Julie A.; Carbonneau, Kira J.; Gotch, Chad M.; Matthew, Susan M.","Is a Picture Worth a Thousand Words? Evaluating the Design of Instructional Animations in Veterinary Education","JOURNAL OF VETERINARY MEDICAL EDUCATION",47,"10.3138/jvme.0118-002r",null,"FEB 2020",2020,"Empirical evidence demonstrates that student learning outcomes improve when animations are developed in alignment with the design principles of the cognitive theory of multimedia learning (CTML). The extent to which these principles are used in the design of veterinary instructional animations is unknown. In this study, we reviewed the veterinary education literature for articles that discussed specific veterinary medical animations as learning resources. The 30 referenced animations accessed through this search were analyzed to determine whether they used the CTML's 11 major design principles. Analysis revealed that the animations most commonly adhered to only 4 principles: coherence, redundancy, modality, and spatial contiguity. The majority of the 11 CTML principles were used in fewer than 40% of the animations. We also examined the alignment between raters' perceptions of the effectiveness and enjoyment of the animations and adherence to the design principles. Analyses revealed that the animations deemed by raters as most enjoyable and effective did not utilize more design principles than animations they viewed as least enjoyable and effective. The results of this study indicate many missed opportunities to increase learning by developing animated learning resources according to empirically based design principles. Decisions to include specific animations in instruction should be based on whether the resources include elements that have been shown to increase learning rather than subjective perceptions of effectiveness and enjoyment.","WOS:000513540000009",30920948]
["Chen, Chun-Ying; Yang, Ying-Hsing","Investigation of the effectiveness of common representational formats in online learner-paced software training materials","INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL",57,"10.1080/14703297.2018.1511443",null,"JAN 2 2020",2020,"The popularity of online learning has made web-based software training materials the primary learning resources adopted by computer users. Thus, this study aimed to investigate the effectiveness of various common representational formats of web-based instructions. The formats included static (textual manual with screenshots) and dynamic (animated demonstration, AD) instructions. The findings suggested that in learner-paced learning with sufficient learning time (a) both narrated and captioned AD formats tended to increase transfer performance; (b) the segmenting principle likely became less important for the static format; and (c) the modality principle likely became less important for the AD format. Implications for determining optimal AD segment length for student engagement and suggestions for possible factors to be included in future research are offered accordingly.","WOS:000508864500010"]
["Cekic, Ahmet; Demirezen, Mehmet","Comparison of the impacts of different multimodalities on incidental L2 vocabulary learning","MODERNA SPRAK",114,"",null,"2020",2020,"Multimodality of input in incidental L2 vocabulary learning has recently been a topic of interest among language acquisition researchers, yet the results have been somewhat contradictory. This study seeks to compare the impacts of two different multimodalities on incidental L2 vocabulary learning, namely, reading-plus-watching (experimental group I) vs. reading-plus-listening (experimental group II), as compared to the reading only condition, which is included as a control measure. Experimental group I watched and read the transcriptions of four news texts with electronic glosses for the target words, while experimental group II read and listened to the same news texts again with electronic glosses for the same 20 target words. Next, the two experimental groups swapped roles with a new set of four news texts glossed for another group of 20 target words. The control group only read the same eight news texts without glosses. The results suggest that reading-plus-listening can be a more conducive multimodal presentation for incidental vocabulary learning as compared to reading-plus-watching. The results also challenge the validity of some principles of the Cognitive Theory of Multimedia Learning in incidental L2 vocabulary learning, while providing supporting evidence for some other principles.(1)","WOS:000649086900007"]
["Cheah, Chin-Soon","Understanding the effects of modality principle and its impact in developing effective multimedia learning materials: a literature review","JOURNAL OF EDUCATIONAL SCIENCES & PSYCHOLOGY",10,"",null,"2020",2020,"Multimedia elements have been existing for a long time. The usage was not accentuated as technology available in the past was unable to accommodate the needs of developers and users due to various reasons. However, with the advancement technology and rapid evolving of technology development, it has made it accessible and available to the mass. Plethora of studies have been done and results show that the effectiveness of multimedia learning materials in the education field was undeniable. Multimedia has shape the future of education by providing the flexibility to the learners beyond the class room setting and also in terms of location, size, space and time. Learners can learn via the internet anywhere, anytime and available 24/7 using multimedia technology. Despite of all the advantages and benefits mentioned, the main factor that contributes the most is the development of effective multimedia learning materials. The effectiveness of multimedia learning materials are determine by a few core principles introduced by Mayer (2005). According to the Cognitive Theory of Multimedia Learning (CTML), modality principle is one of the important principle that needs attention during the development of an effective multimedia teaching material. Hence, this article review the empirical literature pertaining to the effects of modality principle and its impact in developing effective multimedia learning materials. Articles chosen for this review were carefully filtered based on the important factors and benefits of multimedia elements. It reviews on the important aspects related to the education field. Brief explanation of the CTML is included to explain the underlying theory in developing effective multimedia learning materials. After that, review on the importance of multimedia learning material and the impact of modality principle in different education subjects is present. The article end with a discussion regarding the possible research gaps and future research area in this field of education and other potential sectors.","WOS:000598642500007"]
["de Moura Sa, Guilherme Guarino; Ribeiro Dos Santos, Ana Maria; Galindo Neto, Nelson Miguel; de Carvalho, Khelyane Mesquita; Feitosa, Carla Danielle Araujo; Mendes, Polyana Norberta","Building and validating an educational video for elderly individuals about fall risks","REVISTA BRASILEIRA DE ENFERMAGEM",73,"10.1590/0034-7167-2020-0010",null,"2020",2020,"Objective: to build and validate educational video for elderly individuals about fall risks. Methods: methodological study with video building. validated by 22 judges and assessed by 22 elderly individuals. Content was selected from the Fall Prevention Model and items from the Falls Risk Awareness Questionnaire. Items with an agreement greater than 0.80 were considered valid. verified through Content Validation Index (CVI) and binomial test. Results: building the video was guided by the Cognitive Theory of Multimedia Learning. Digital animation and audio narration were used. It lasted ten minutes and five seconds and included biological. socioeconomic. behavioral and environmental risks as well as precautions to avoid them. The CVI of judges had an average of 0.99. and of elderly individuals. an average of 1.0. Conclusion: the video was built and validated for content and understanding and can be used to prevent falls in elderly individuals.","WOS:000687195000013",33111805]
["Drees, Christina; Ghebremedhin, Estifanos; Hansen, Miriam","Development of an interactive e-learning software Histologie fur Mediziner for medical histology courses and its overall impact on learning outcomes and motivation","GMS JOURNAL FOR MEDICAL EDUCATION",37,"10.3205/zma001328",null,"2020",2020,"Objective: To develop and evaluate an interactive histology learning software for medical students in the preclinical study phase. The educational design of the software was based on current learning theory models, such as the Cognitive load theory, Cognitive theory of multimedia learning, and the ARCS model, so that the acquired knowledge can be repeated using a diversified design. Moreover, the learning effects achieved by using the software shall be evaluated. Apart from the software's usability, the influence of the learning theory principles on the students' motivation shall be assessed.Methodology: The software was evaluated using an experimental wait list control group with a pre-/post-test design (n=213). Depending on the group they were assigned to, students learned the histology contents of chapter Liver, gall bladder, pancreas using the traditional program of the Goethe University (n=65), the new interactive software (n=56), or without any of the two software versions (n=92). The influence of the different learning aids on the acquisition of knowledge was assessed with three questionnaires comprising four different multiple choice questions each. For the evaluation of the usability and motivational factors, a second test was added to the questionnaire of both software versions.Results: The interactive software was rated significantly better with regard to usability and motivational aspects than the traditional learning program (F(7, 113)=12.48, p<.001, partial eta(2)=.436). Moreover, use of the interactive software resulted in a significant increase of knowledge acquisition as compared to the group of students who had learned without any of the two software versions (0.77, p=.001).Conclusion: With regard to the histology contents, usability was comparable to the official learning program. Interactive elements and the educational design contributed to an increase of the factors that are essential for intrinsic motivation. Thus, our program can be valuable tool to supplement the curriculum as an additional service.","WOS:000526276400008",32566737]
["Dulama, Maria Eliza; Ilovan, Oana-Ramona","Online university education during the COVID-19 pandemic. How efficient are the adapted instruction models?","JOURNAL OF EDUCATIONAL SCIENCES & PSYCHOLOGY",10,"",null,"2020",2020,"In the context of the coronavirus pandemic and of transferring face-to-face academic activities to online, we analyse several e-learning solutions in Geography university education, from the perspective of three components: e-communication, e-training, and e-assessment. The aim of this research is to investigate the use of photographs to enable learning of Geography during the educational process organized synchronously and asynchronously at Babes-Bolyai University, in Cluj-Napoca, Romania. After analyzing the online activities realized in the virtual classes on the Microsoft Teams platform, we identified, discussed, and represented schematically three instruction models, with their advantages and disadvantages, considering the Cognitive Theory of Multimedia Learning. The efficiency of these models depends on the features of the discipline and on professor's competence level in specialty and in didactic transposition.","WOS:000598642500008"]
["Kutbay, Ekrem; Akpinar, Yavuz","Investigating Modality, Redundancy and Signaling Principles with Abstract and Concrete Representation","INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY",8,"",null,"2020",2020,"This study explored the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested with a pre-test and post-test quasi-experimental design. Data were collected from a large sample (n=826) sample of children with low prior electricity knowledge. Analyses showed that all treatments helped students to develop knowledge of the topic to some extent. However, while the modality effect holds true for middle school students' studying electricity units with a multimedia instruction in real school settings, the signaling and redundancy principles do not hold true. The study also investigated interactions among prior science scores, prior knowledge about the topic, and multimedia treatments. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the last section.","WOS:000523588400004"]
["Mulders, Miriam; Buchner, Josef; Kerres, Michael","A Framework for the Use of Immersive Virtual Reality in Learning Environments","INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING",15,"10.3991/ijet.v15i24.16615",null,"2020",2020,"Immersive Virtual Reality (iVR) technologies can enrich teaching and learning environments, but their use is often technology-driven and instructional concepts are missing. The design of iVR-technology-supported learning environments should base on both, an evidence-based educational model as well as on features specific to iVR. Therefore, the article provides a framework for the use of iVR in learning environments based on the Cognitive Theory of Multimedia Learning (CTML). It outlines how iVR learning environments could and should be designed based on current knowledge from research on Multimedia Learning.","WOS:000601406600016"]
["Refat, Nadia; Rahman, Md Arafatur; Asyhari, A. Taufiq; Kassim, Hafizoah; Kurniawan, Ibnu Febry; Rahman, Mahbubur","MATT: A Mobile Assisted Tense Tool for Flexible m-Grammar Learning Based on Cloud-Fog-Edge Collaborative Networking","IEEE ACCESS",8,"10.1109/ACCESS.2020.2983310",null,"2020",2020,"The proliferation of modern mobile technologies on grammar learning (i.e., m-grammar learning) has generated a multitude of challenges in developing effective pedagogically-informed learning tools. The existing systems have mostly suffered from low motivation and poor learning effectiveness because of the three key reasons, namely: i) a weak tie to motivational theoretical principles, ii) a lack of proper instructional design, and iii) a lack of proper infrastructural design for data sharing between students and instructors. To deal with this issue, this paper presents MATT: a Mobile-Assisted Tense Tool that encapsulates an m-grammar instructional design leveraging upon cloud-fog-edge collaborative networking. Central to MATT is the incorporation of the Cognitive Theory of Multimedia Learning principles to minimize the extraneous cognitive load and a motivational model to increase motivation and learning effectiveness. To ensure effective instructional design, we exploit adaptive and dynamic approaches embodied in a flexible instructional paradigm that takes advantage of collective learning data exchange across cloud (central unit), fog (regional units) and edge (end devices/learners). To demonstrate the overall effectiveness of this system, we describe our findings in the evaluation of both the learning aspect (using a quantitative research design) and collaborative network performance (using numerical simulation). With an appropriate condition of delay-tolerant network-enabled learning data exchange, the results suggest that the students' cognitive load is low and motivational nature is high after using this system, which led them to perform more positively in the post-test evaluation.","WOS:000527415200010"]
["Almasseri, Mohammed; AlHojailan, Mohammed I.","How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements","JOURNAL OF COMPUTER ASSISTED LEARNING",35,"10.1111/jcal.12386",null,"DEC 2019",2019,"The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth-grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi-experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.","WOS:000496418700007"]
["Sommer, Max; Ritzhaupt, Albert D.; Muller, Keith E.; Glueck, Deborah H.","Transformation of a Face-to-Face Workshop into a Massive Open Online Course (MOOC): A Design and Development Case","JOURNAL OF FORMATIVE DESIGN IN LEARNING",3,"10.1007/s41686-019-00037-y",null,"DEC 2019",2019,"The purpose of this design and development case is to share our experiences in the transformation of a face-to-face workshop into a Massive Open Online Course (MOOC) for a prominent MOOC platform. The goal of the workshop and MOOC is to teach learners how to conduct appropriate power and sample size analysis for multilevel and longitudinal studies in social and behavioral health research. Learners include people from across the biomedical research spectrum, from students to full professors. We first describe the design and development frameworks and processes used to create the three-day, face-to-face workshop. Then, we detail the design and development approach to transform this face-to-face workshop into a MOOC. At a macro-design level, we employed backward design (Wiggins & McTighe 1998) as an instructional design framework. At a micro-design level, we used a combination of the first principles of instruction, the cognitive theory of multimedia learning, the nine events of instruction, and design recommendations for MOOCs found in the literature. We report the results of a formative evaluation of the MOOC. Finally, we provide closing remarks, lessons learned, and the next steps for the instructional program.","WOS:000511709900001",33134804]
["Meng, Michael","Effects of Visual Signaling in Screenshots: An Eye Tracking Study","TECHNICAL COMMUNICATION",66,"",null,"NOV 2019",2019,"Purpose: Screenshots are an important means of visualization in software documentation. One question technical communicators need to address when dealing with screenshots is whether visual signaling elements, such as arrows or frames, should be added in order to highlight relevant information. This article reports the results of an experimental study that examined whether signaling elements successfully guide visual attention of readers to relevant screenshot information as intended. A second goal was to find out whether visual signaling has a positive impact on how accurate and fast users execute the tasks which the screenshots support.Method: Two versions of a software tutorial were constructed that included screenshots with or without signaling elements. Participants' eye movements were recorded while they studied the tutorial and executed the tasks described therein. In addition to eye movement measures, accuracy of task execution and time to complete the tasks were determined as measures of overall success on the tasks.Results: Participants working with tutorials that used visual signaling executed more tasks correctly. No differences were found regarding the time needed to complete the tasks. Analysis of the eye tracking data showed that participants fixated relevant screenshot areas longer and more often if highlighted by signaling elements.Conclusions: The results provide evidence that adding signaling elements to screenshots is an effective means to guide the visual attention of users. As predicted by the Cognitive Theory of Multimedia Learning, visual signaling does not simply increase interest in pictures but helps users to select relevant information.","WOS:000568811800006"]
["Mirkovski, Kristijan; Gaskin, James E.; Hull, David M.; Lowry, Paul Benjamin","Visual storytelling for improving the comprehension and utility in disseminating information systems research: Evidence from a quasi-experiment","INFORMATION SYSTEMS JOURNAL",29,"10.1111/isj.12240",null,"NOV 2019",2019,"Since the start of human civilisation, storytelling has served as an effective medium for disseminating important knowledge within families, communities, and organisations. We make a case for the use of visual storytelling, namely, video stories, to supplement traditional scholarly articles in the Information Systems (IS) discipline, thereby exploring its potential to improve actual and perceived comprehension, perceived utility, satisfaction as well as intentions to cite, share, and accept research. Drawing on cognitive learning theory, the cognitive theory of multimedia learning and the literature on deep processing, we develop our research model, which is based on the model by Jiang and Benbasat (2007). We test our model in experimental settings with 269 research-oriented students and academics who were randomised into four conditions: (1) reading a text-based article, (2) reading the script for a video about the article, (3) viewing the video story of the article, and (4) viewing the video story followed by reading the article. Results showed that the article's script was significantly perceived to be the least useful in disseminating research content. The video story and text-based article were perceived to be equally useful, and supplementing the text-based article with a video story was perceived to be the most useful. Moreover, the video story and text-based article supplemented by a video story were of roughly equal effectiveness; yet, the video script was the most effective, and the text-based article was least effective relative to other formats in disseminating scholarly knowledge. Last, we discuss how to further improve the design of video stories by referring to the critical narrative theory, which has the potential to significantly promote the dissemination of IS scholarly knowledge.","WOS:000498168000003"]
["Khacharem, Aimen; Trabelsi, Khaled; Zoudji, Bachir; Kalyuga, Slava","Communicating Dynamic Behaviors in Basketball: The Role of Verbal Instructions and Arrow Symbols","RESEARCH QUARTERLY FOR EXERCISE AND SPORT",91,"10.1080/02701367.2019.1657553","2019-10-01","APR 2 2020",2020,"Purpose: Guided by cognitive load theory and cognitive theory of multimedia learning, the purpose of this study was to evaluate players' ability to integrate dynamic information presented under different conditions: a verbal condition, in which instructions were given orally; a visual condition, in which instructions were shown using arrow symbols; and a redundant condition, in which both visual and verbal instructions were presented simultaneously. Method: In a 2 x 3 design, we asked basketball players with varied levels of skill (less-skilled, skilled) to rate their invested mental effort and to perform a recall test after learning from either the verbal, visual or redundant condition. Results: Results demonstrated that the less-skilled players benefited more from the redundant condition, whereas the skilled participants benefited more from the visual condition. Conclusion: Recommendations for improving instructional design techniques aimed at the transmission of tactical instructions in team games are proposed.","WOS:000492307100001",31647379]
["Meyer, Oliver A.; Omdahl, Magnus K.; Makransky, Guido","Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment","COMPUTERS & EDUCATION",140,"10.1016/j.compedu.2019.103603",null,"OCT 2019",2019,"Immersive virtual reality (VR) is predicted to have a significant impact on education; but most studies investigating learning with immersive VR have reported mixed results when compared to low-immersion media. In this study, a sample of 118 participants was used to test whether a lesson presented in either immersive VR or as a video could benefit from the pre-training principle, as a means of reducing cognitive load. Participants were randomly assigned to one of two method conditions (with/without pre-training), and one of two media conditions (immersive VR/video). The results showed an interaction between media and method, indicating that pretraining had a positive effect on knowledge (d = 0.81), transfer (d = 0.62), and self-efficacy (d = 0.64) directly following the intervention; and on self-efficacy (d = 0.84) in a one-week delayed post-test in the immersive VR condition. No effect was found for any of these variables within the video condition.","WOS:000503815700015"]
["Theimer, Sarah","Expanding libraries' application of Mayer's cognitive theory of multimedia learning","LIBRARY MANAGEMENT",40,"10.1108/LM-08-2018-0067",null,"AUG 12 2019",2019,"Purpose The purpose of this paper is to propose the incorporation of Mayer's cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements. Design/methodology/approach A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking. Findings There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship.Originality/value Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library.","WOS:000486158200011"]
["Oakley, Barbara A.; Sejnowski, Terrence J.","What we learned from creating one of the world's most popular MOOCs","NPJ SCIENCE OF LEARNING",4,"10.1038/s41539-019-0046-0",null,"JUN 14 2019",2019,"Learning How to Learn (LHTL) is currently one of the world's most popular massive open online course (MOOC), with nearly 2.5 million registered learners in its first 4 years. Here, we reverse engineer the design of the course's videos to show how creative application of well-known principles of multimedia learning in an MOOC context appear to have fueled the course's popularity. Gaps in knowledge of multimedia learning are also noted. There have been some 50 years of experience researching effective classroom teaching, but less there have been only 5 years since MOOCs became widespread. The success of LHTL may provide further insight into the importance of the principles of multimedia learning, and how those principles might be practically implemented to improve MOOC making and the general design of instructional videos.","WOS:000611008200001",31240111]
["Berntsen, Hedda; Kristiansen, Elsa","Successful coach learning: Digital workbook informed by pedagogical principles","INTERNATIONAL JOURNAL OF SPORTS SCIENCE & COACHING",14,"10.1177/1747954119835439",null,"JUN 2019",2019,"This study was based on the hypothesis that advances in cognitive science may be helpful for Coach Development Programs. We wondered: How can a learning tool such as a digital workbook that is informed by evidence-based pedagogical principles be helpful for coach development? After designing the learning material, based on the cognitive theory of multimedia learning, the digital workbook was used in a coach development program that aimed to improve coaches' need-supportiveness. Ten coaches at an elite sport school in Norway attended the program over a season, and afterwards they were asked whether the learning material had contributed to their knowledge of need-supportive skills. Thematic analysis of the interviews revealed visualization, awareness, and transfer to one's practice as the three main themes describing the educational value of the digital workbook. The material showed the coaches how need-support can be acted out in a sport-specific context. Additionally, the learning material resulted in increased engagement and awareness through coaches' reflections, which is an important step towards integrating new material to prior knowledge and create meaningful learning. Finally, the coaches highlighted transfer of the presented learning material to their practice experiences. We conclude that cognitive science may have useful implications for the design of effective learning materials for coach development programs.","WOS:000473502700004"]
["Chlipalski, Micheline; Baker, Susan; Olson, Beth; Auld, Garry","Evaluation and Lessons Learned From the Development and Implementation of an Online Prenatal Nutrition Training for EFNEP Paraprofessionals","JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR",51,"10.1016/j.jneb.2018.11.013",null,"JUN 2019",2019,"Objective: Design, implement, and evaluate the effectiveness of a video-based online training addressing prenatal nutrition for paraprofessional peer educators.Methods: Quasi-experimental pre-posttest study with 2 groups of paraprofessionals working for the Expanded Food and Nutrition Education Program in 17 states and US territories: intervention (n = 67) and delayed intervention comparison group (n = 64). An online training was systematically developed using Smith and Ragan's instructional design model, the Cognitive Theory of Multimedia Learning, principles of adult learning, and selected constructs of the Social Cognitive Theory. Changes in knowledge, identification of inappropriate teaching practices, and self-efficacy, were assessed. Within- and between-group comparisons were done using ANCOVA.Results: The intervention group scored significantly higher (P < .05) in all evaluations compared with preassessments and the comparison group. After delayed intervention, the comparison group scored significantly higher (P < .05) than in preassessments. Paraprofessionals reacted positively to future online trainings and were interested in them.Conclusions and Implications: A video-based online training is an effective method to complement in-person trainings to prepare paraprofessionals to teach nutrition lessons.","WOS:000470245000012",30737094]
["Groshans, Garth; Mikhailova, Elena; Post, Christopher; Schlautman, Mark; Carbajales-Dale, Patricia; Payne, Kayla","Digital Story Map Learning for STEM Disciplines","EDUCATION SCIENCES",9,"10.3390/educsci9020075",null,"JUN 2019",2019,"Modern technological advances and trends require new pedagogy and delivery of mapping materials to prepare the future workforce in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) for an increasingly technology-dominated society. The purpose of this study was to develop an Environmental Systems Research Institute (ESRI) Story Map Soil Forming Factors: Climate for multiple STEM disciplines based on the design guidelines from the Cognitive Theory of Multimedia Learning (CTML). The study incorporated a two-group post-test only design that utilized multiple methods of analysis, including a quality assessment of the ESRI Story Map using the five principles of effective storytelling, direct quantitative measures of learning (quiz), and surveys of participants' perceptions (PowerPoint presentation versus ESRI Story Map) using Qualtrics(TM). Survey results were summarized by gender, academic classification (year), and academic major program. The newly developed ESRI Story Map was an effective teaching tool as demonstrated by quiz scores and students' positive responses. Post-testing scores indicated that ESRI Story Maps were an effective way to learn and were viewed as effective as traditional teaching methods (e.g., PowerPoint). Additionally, students reported feeling comfortable using ESRI Story Maps. These positive responses were consistent by gender, major, and academic classification (year). This research indicates that adding audio may improve the use of this ESRI Story Map for educational concept delivery. Empirical studies such as this that include multifaceted quantitative and qualitative assessments are critical to understanding the benefits of new types of multimedia learning in an educational setting.","WOS:000475301900009"]
["Ramezanali, Nasrin; Faez, Farahnaz","Vocabulary learning and retention through multimedia glossing","LANGUAGE LEARNING & TECHNOLOGY",23,"",null,"JUN 2019",2019,"Drawing on Mayer's (2014) cognitive theory of multimedia learning, the purpose of this study was to examine which modes of gloss presentation (i.e., L2 definition, aural, and video animation) are effective for learners' vocabulary learning and delayed word recollection. One control group and three experimental groups were formed by 132 intermediate language learners. Pre- and post-tests of productive recall and multiple-choice productive recognition were administered, and learners' perceptions toward glossing were examined through a questionnaire and interviews. Quantitative data were analyzed using ANCOVA, and themes that emerged from the qualitative data were identified. The quantitative findings revealed that dual glossing modes were more effective than single glossing modes for many test sessions. However, single glossing was also effective for a few test sessions. The questionnaire and interview data showed that learners preferred the dual glossing mode of L2 definition and video animation. The findings provide insights for vocabulary learning and teaching.","WOS:000474745200008"]
["Rey, Guenter Daniel; Beege, Maik; Nebel, Steve; Wirzberger, Maria; Schmitt, Tobias H.; Schneider, Sascha","A Meta-analysis of the Segmenting Effect","EDUCATIONAL PSYCHOLOGY REVIEW",31,"10.1007/s10648-018-9456-4",null,"JUN 2019",2019,"The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention and transfer performance. Segmentation also reduces the overall cognitive load and increases learning time. These four effects are confirmed for a system-paced segmentation. The meta-analysis tests different explanations for the segmenting effect that concern facilitating chunking and structuring due to segmenting the multimedia instruction by the instructional designer, providing more time for processing the instruction and allowing the learners to adapt the presentation pace to their individual needs. Moderation analyses indicate that learners with high prior knowledge benefitted more from segmenting instructional material than learners with no or low prior knowledge in terms of retention performance.","WOS:000469817300007"]
["Makransky, Guido; Terkildsen, Thomas S.; Mayer, Richard E.","Adding immersive virtual reality to a science lab simulation causes more presence but less learning","LEARNING AND INSTRUCTION",60,"10.1016/j.learninstruc.2017.12.007",null,"APR 2019",2019,"Virtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational value. The main objectives of this study were to determine the consequences of adding immersive VR to virtual learning simulations, and to investigate whether the principles of multimedia learning generalize to immersive VR. Furthermore, electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing during learning. A sample of 52 university students participated in a 2 x 2 experimental cross-panel design wherein students learned from a science simulation via a desktop display (PC) or a head-mounted display (VR); and the simulations contained on-screen text or on-screen text with narration. Across both text versions, students reported being more present in the VR condition (d = 1.30); but they learned less (d = 0.80), and had significantly higher cognitive load based on the EEG measure (d = 0.59). In spite of its motivating properties (as reflected in presence ratings), learning science in VR may overload and distract the learner (as reflected in EEG measures of cognitive load), resulting in less opportunity to build learning outcomes (as reflected in poorer learning outcome test performance).","WOS:000461536000021"]
["Hwang, Gwo-Jen; Hsu, Ting-Chia; Hsieh, Yi-Hsuan","Impacts of Different Smartphone Caption/Subtitle Mechanisms on English Listening Performance and Perceptions of Students with Different Learning Styles","INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION",35,"10.1080/10447318.2018.1543091",null,"MAR 16 2019",2019,"In this study, 3 Mobile-Assisted Language Learning interfaces are proposed considering the Cognitive Theory of Multimedia Learning, Cognitive Load Theory, and the Active/Reflective learning styles. A quasi-experimental design was adopted to compare the effects of 3 smartphone interfaces, namely partial English captions (EG1), full English captions (EG2), and partial English captions with Chinese subtitles (CG), on the cognitive load, learning motivation, and learning anxiety and enjoyment of 119 11th-grade students with different learning styles. It was found that EG2 had significantly higher learning motivation than EG1 and CG. On the other hand, significant interaction between the 3 smartphone interfaces and learning styles was found for the students' cognitive loads. Further analysis showed that, in EG1, the active-style students' cognitive load was significantly lower than that of the reflective-style students. In addition, it was found that the active-style students' learning enjoyment was significantly higher than that of the reflective-style students, while no significant difference was found between the learning anxiety ratings of the students with different learning styles in the 3 groups. Therefore, it is suggested that the role of learning styles needs to be further considered when designing caption interfaces for smartphone applications in the future.","WOS:000456042000005"]
["Bajpai, Shweta; Semwal, Monika; Bajpai, Ram; Car, Josip; Ho, Andy Hau Yan","Health Professions' Digital Education: Review of Learning Theories in Randomized Controlled Trials by the Digital Health Education Collaboration","JOURNAL OF MEDICAL INTERNET RESEARCH",21,"10.2196/12912",null,"MAR 12 2019",2019,"Background: Learning theory is an essential component for designing an effective educational curriculum. Reviews of existing literature consistently lack sufficient evidence to support the effectiveness of digital interventions for health professions' education, which may reflect disconnections among learning theories, curriculum design, use of technology, and outcome evaluation.Objective: The aim of this review was to identify, map, and evaluate the use of learning theories in designing and implementing intervention trials of health professions' digital education, as well as highlight areas for future research on technology-enhanced education via the establishment of a development framework for practice and research.Methods: We performed a systematic search of Medical Literature Analysis and Retrieval System Online, Excerpta Medica database, Cochrane Central Register of Controlled Trials (Cochrane Library), PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, and Web of Science for randomized controlled trials (RCTs) published between 2007 and 2016.Results: A total of 874 RCTs on digital health education were identified and categorized into online-offline, mobile digital education, and simulation-based modalities for pre and postregistration health professions' education. Of these, 242 studies were randomly selected for methodological review and thematic analysis. Data were extracted by one author using a standardized form, with a (48/242, 20%) random sample extracted by a second author, in duplicate. One-third (81/242, 33.4%) of the studies reported single or multiple learning theories in design, assessment, conceptualization, or interpretation of outcomes of the digital education interventions. Commonly reported learning theories were problem-based learning (16/81, 20%), social learning theory (11/81, 14%), and cognitive theory of multimedia learning (10/81, 12%). Most of these studies assessed knowledge (118/242, 48.8%), skills (62/242, 25.6%), and performance (59/242, 24.3%) as primary outcomes with nonvalidated assessment tools (151/242, 62.4%). Studies with reported learning theories (chi(2)(1)=8.2; P=.002) and validated instruments (chi(2)(1)=12.6; P=.006) have shown effective acquisition of learning outcomes.Conclusions: We proposed a Theory-Technology Alignment Framework to safeguard the robustness and integrity of the design and implementation of future digital education programs for the training of health professionals.","WOS:000461283100001",30860483]
["Mayer, Richard E.","Thirty years of research on online learning","APPLIED COGNITIVE PSYCHOLOGY",33,"10.1002/acp.3482",null,"MAR-APR 2019",2019,"This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research-based principles of instructional design), and the science of assessment (as exemplified by supplementing self-report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value-added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory.","WOS:000460960300002"]
["Shoufan, Abdulhadi","Estimating the cognitive value of YouTube's educational videos: A learning analytics approach","COMPUTERS IN HUMAN BEHAVIOR",92,"10.1016/j.chb.2018.03.036",null,"MAR 2019",2019,"The literature provides some evidence for the effectiveness of online educational videos in students' learning. Also, general features of educational videos such as production style and video length were investigated to some extent. However, the actual cognitive features of educational videos available on the Internet have remained almost untreated, so far. The main goal of this study is to use learning analytics to investigate how far educational videos on YouTube support cognitive features -as formulated in the cognitive theory of multimedia learning- and how far these features support students' learning. We measure the Video Cognitive Value (VCV) by viewers' rating, particularly using the number of Likes based on a survey that we conducted to understand the semantics of Likes and Dislikes of YouTube's educational videos. Then, a sample of 105 videos was collected and analyzed with respect to cognitive features. A regression analysis showed that only four out of ten investigated features are significant for VCV (pretraining, modality, spatial contiguity, and embodiment) and the regression model could only explain 63% of the data variance. Further tests were performed to include other factors such as the video production style, the video length, the talking speed, the gender of the speaker, and whether she/he speaks English as native language. The expanded model showed only a slightly improved adjusted R-square value (68%). These results suggest that further research is required to identify and specify additional cognitive features in educational videos towards deeper understanding of the video cognitive value. (C) 2018 Elsevier Ltd. All rights reserved.","WOS:000457504100044"]
["Chan, Tracy K. S.; Wong, Simpson W. L.; Wong, Anita M. -Y.; Leung, Vina Wing-Hei","The Influence of Presentation Format of Story on Narrative Production in Chinese Children Learning English-as-a-Second-Language: A Comparison Between Graphic Novel, Illustration Book and Text","JOURNAL OF PSYCHOLINGUISTIC RESEARCH",48,"10.1007/s10936-018-9600-9",null,"FEB 2019",2019,"Past studies have shown that multimodal presentation of story can improve story-retelling performance in the first language. The purpose of the present study was to investigate whether similar multimedia effects can be observed in second language learning and graphic novel reading. A total of 51 Chinese elementary school children, aged 7-8, who were learning English as a second language were recruited. They were randomly assigned to one of the three experimental conditions that differed in the format of story presentation: English text, English text with pictorial illustrations or graphic novel. After reading the same story, the children retold the story in English. The narratives produced were then rated by two independent raters. The results of group comparison showed that children from the three experimental groups had similar performance, indicating that multimedia presentation may not always facilitate narrative production in English as a second language. Within-subject comparison further showed that the children were relatively strong in language skills and capturing the main ideas of the story, while showing weakness in story structure awareness, elaboration, as well as local and global cohesion. Suggestions for the application of multimodal presentation of narrative texts are discussed.","WOS:000459617100014",30219959]
["Beukes, Vernita","The effect of four of Richard Mayer's design principles on vocabulary retention in an Afrikaans computer programme","COMPUTER ASSISTED LANGUAGE LEARNING",32,"10.1080/09588221.2018.1488737",null,"JAN 2 2019",2019,"The research discussed in this article is specifically aimed at non-Afrikaans-speaking international students served by the Language Centre at Stellenbosch University. As a result of students who would like to become proficient in Afrikaans during their stay in South Africa, many of them choose the course Beginner Afrikaans Vlak 1 (Beginner Afrikaans Level 1). The course focuses primarily on communicative and discourse competence. Students mentioned in the formal evaluation of the course as well as in a needs analysis that they would like to have a chance to revise the course material by accessing a computer programme. The lecturer of the course therefore decided to design a computer programme for the abovementioned course that could be used as a revision tool. Four of the design principles of Mayer (2009) were used to design the computer programme. The aim of the research discussed further in this article is to indicate how the vocabulary retention of students enrolled for the course was affected by these four design principles.","WOS:000464570700006"]
["McNamara, Scott; Drew, Christopher","Concept analysis of the theories used to develop educational podcasts","EDUCATIONAL MEDIA INTERNATIONAL",56,"10.1080/09523987.2019.1681107",null,"2019",2019,"Research on educational podcasts' impacts on learning has steadily increased in recent years. Within this research, several issues related to methodology in educational podcast research have been cited. These include lack of detail, lack of reporting reliability, and questionable validity of testing instruments. However, one the theoretical frameworks that guide podcast development processes have received minimal attention. To address the lack of attention to theoretical frameworks within the educational podcasting literature, this paper utilized a conceptual analysis to examine key theoretical frameworks that have been used in empirical studies of educational podcasts. By examining theoretical frameworks used within relevant research, this paper introduces the value of using applicable learning theories to guide podcast development. Three theoretical frameworks are discussed: (a) the Cognitive Theory of Multimedia Learning, (b) adult learning theories (e.g., andragogy theory), and (c) a combination of the two. The paper shows both the versatility of educational podcasts and the need for further examination of how different theoretical frameworks may underpin the development of podcasts across unique learning environments.","WOS:000504641700003"]
["Raviolo, Andrés","Imágenes y enseñanza de la Química. Aportes de la Teoría Cognitiva del Aprendizaje Multimedia","Educación química",30,"10.22201/fq.18708404e.2019.2.67174",null,"2019",2019,"Abstract The role of images in the learning and teaching of Chemistry is discussed in this article. After exposing the main foundations of the Cognitive Theory of Multimedia Learning, and the 12 principles that emerge from it, its implications for the teaching of chemistry are developed. Multimedia makes reference to presentations or communications that include words and images oriented to promote learning. It presents a classification of images according to their communication functions and a sequence for “reading” an image that includes three levels of interpretation of the information contained in it. The problem of the use of diagrams and schematic drawings for the case of chemistry is also addressed. Finally, it is urged to reformulate the relationship that teachers have with respect to the use of images and systematically integrate word and image into teaching.","SCIELO:S0187-893X2019000200114"]
["Refat, Nadia; Rahman, Md Arafatur; Asyhari, A. Taufiq; Kurniawan, Ibnu Febry; Bhuiyan, Md Zakirul Alam; Kassim, Hafizoah","Interactive Learning Experience-Driven Smart Communications Networks for Cognitive Load Management in Grammar Learning Context","IEEE ACCESS",7,"10.1109/ACCESS.2019.2915174",null,"2019",2019,"The widespread adoption of technology-enhanced learning in various knowledge disciplines has pushed forward the development of information technology-assisted media for language learning and teaching. However, most of the existing electronic-learning (e-learning) solutions have underexplored and under-addressed given specific characteristics of grammar learning, which is one of the most demanding areas of language education. The lack of pedagogically informed instructional design to enhance learning performance on the current system can result in low motivation and engagement due to an imbalance and excessive increase of the cognitive load. This paper attempts to address these deficiencies posed by the existing systems by proposing smart communication networks that are driven by the student learning experience to manage cognitive load in the context of grammar learning. The e-grammar learning networks serve as a collaborative learning platform that combines a pedagogically informed instructional model named attention, relevance, confidence, and satisfaction (ARCS) and cyber interaction among teaching/learning agents. From the technological perspective, our numerical simulations demonstrate the desirable performance indicators of the proposed networks to facilitate information exchange and learning. From the education perspective, our empirical studies show that the overall smart network-enabled e-grammar learning system has desirable characteristics to motivate learners (m = 3.78) and manage their overall cognitive load (m = 1.73), which suggest the promising capability of the proposed system.","WOS:000470030000001"]
["Liu, Yinan; Jang, Bong Gee; Roy-Campbell, Zaline","Optimum input mode in the modality and redundancy principles for university ESL students' multimedia learning","COMPUTERS & EDUCATION",127,"10.1016/j.compedu.2018.08.025",null,"DEC 2018",2018,"Richard Mayer's cognitive theory of multimedia learning and multimedia learning principles provide theoretical and empirical foundations for multimedia instruction. However, the theory and the principles were developed based on empirical studies of native English-speaking students and may not apply to English-as-a-second-language (ESL) students. Specifically, the modality and redundancy principles that involve text and audio could become compromised in the ESL context, since ESL students have difficulty fully comprehending L2 (second language) English text and audio. This study sought to identify ESL students' optimum input mode (among graphics + audio, graphics + text, and graphics + audio + text, addressed in the modality and redundancy principles) and to test whether the modality and redundancy principles also apply to their multimedia learning. Empirical studies comparing the input modes for ESL students' learning were reviewed and common limitations were identified. When it came to knowledge retention, no statistically significant differences were found in ESL students' learning outcomes from the three input modes. The findings also indicated that Mayer's modality and redundancy principles had not applied to the learning of ESL students. Explanations for the results and implications for future research were discussed.","WOS:000448635800014"]
["Thammasitboon, Satid; Rencic, Joseph J.; Trowbridge, Robert L.; Olson, Andrew P. J.; Sur, Moushumi; Dhaliwal, Gurpreet","The Assessment of Reasoning Tool (ART): structuring the conversation between teachers and learners","DIAGNOSIS",5,"10.1515/dx-2018-0052",null,"DEC 2018",2018,"Background: Excellence in clinical reasoning is one of the most important outcomes of medical education programs, but assessing learners' reasoning to inform corrective feedback is challenging and unstandardized.Methods: The Society to Improve Diagnosis in Medicine formed a multi-specialty team of medical educators to develop the Assessment of Reasoning Tool (ART). This paper describes the tool development process. The tool was designed to facilitate clinical teachers' assessment of learners' oral presentation for competence in clinical reasoning and facilitate formative feedback. Reasoning frameworks (e.g. script theory), contemporary practice goals (e.g. high-value care [HVC]) and proposed error reduction strategies (e.g. metacognition) were used to guide the development of the tool.Results: The ART is a behaviorally anchored, three-point scale assessing five domains of reasoning: (1) hypothesis-directed data gathering, (2) articulation of a problem representation, (3) formulation of a prioritized differential diagnosis, (4) diagnostic testing aligned with HVC principles and (5) metacognition. Instructional videos were created for faculty development for each domain, guided by principles of multimedia learning.Conclusions: The ART is a theory-informed assessment tool that allows teachers to assess clinical reasoning and structure feedback conversations.","WOS:000451099400006",30407911]
["Yang, Chi; Jen, Chun-Hui; Chang, Chun-Yen; Yeh, Ting-Kuang","Comparison of Animation and Static-picture based Instruction: Effects on Performance and Cognitive Load for Learning Genetics","EDUCATIONAL TECHNOLOGY & SOCIETY",21,"",null,"DEC 2018",2018,"This study aimed to examine the relative effectiveness of using an animation versus static pictures in terms of supporting the learning of genetics. To provide a methodologically sound comparison, the two sessions were constructed to be equivalent and were designed based on principles provided by the cognitive theory of multimedia learning and the cognitive load theory. Genetics was chosen as the instructional content, which included learning about the processes of cell division, mitosis, and meiosis. The results indicate that students in the animation group perceived less extraneous cognitive load and achieved a better learning outcome than those in the static pictures group. Therefore, this study supports the superiority of the animation over static picture instruction when learning micro-scientific phenomena.","WOS:000447287000001"]
["Wang, Jiahui; Dawson, Kara; Saunders, Kendra; Ritzhaupt, Albert D.; Antonenko, Pavlo Pasha; Lombardino, Linda; Keil, Andreas; Agacli-Dogan, Nihan; Luo, Wenjing; Cheng, Li; Davis, Robert O.","Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia","JOURNAL OF SPECIAL EDUCATION TECHNOLOGY",33,"10.1177/0162643418754530",null,"SEP 2018",2018,"There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton-Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students' ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.","WOS:000439604300005"]
["Molina, Ana Isabel; Navarro, Oscar; Ortega, Manuel; Lacruz, Miguel","Evaluating multimedia learning materials in primary education using eye tracking","COMPUTER STANDARDS & INTERFACES",59,"10.1016/j.csi.2018.02.004",null,"AUG 2018",2018,"The development of multimedia educational materials aimed at primary school students is of great importance today. The design, mainly of images and text, can influence the efficiency of these materials in the teaching-learning process. One of the most widespread theories that deals with the correct design of multimedia materials is the Mayer's Cognitive Theory of multimedia learning. In this research work we are interested in validating some of the principles enunciated by this theory in materials aimed at primary school students (children aged seven and eleven) and in the field of geometry teaching. For this purpose, we performed four experiments using the eye tracking technique in the data collection process. Using eye tracking, we can analyze how the process of the visual observation of multimedia contents is produced. The main contribution of this study is the proposal for the use of this evaluation method, which allows us to validate empirically and objectively (physiologically) aspects such as the comprehension process of multimedia content, the attention of the students while analyzing the information provided or the cognitive load of the supplied materials. Faced with questionnaires or surveys, which have been used traditionally to analyze the efficiency of multimedia materials and have a more subjective nature, eye tracking provides information not consciously controlled by the students. Its use is a particularly interesting and useful source of information in the case of children, allowing us to collect information on their interests and preferences, which is more difficult to obtain using traditional techniques. (C) 2018 Elsevier B.V. All rights reserved.","WOS:000433648200004"]
["Parong, Jocelyn; Mayer, Richard E.","Learning Science in Immersive Virtual Reality","JOURNAL OF EDUCATIONAL PSYCHOLOGY",110,"10.1037/edu0000241",null,"AUG 2018",2018,"The goals of the study were (a) to compare the instructional effectiveness of immersive virtual reality (VR) versus a desktop slideshow as media for teaching scientific knowledge, and (b) to examine the efficacy of adding a generative learning strategy to a VR lesson. In Experiment 1, college students viewed a biology lesson about how the human body works either in immersive VR or via a self-directed PowerPoint slideshow on a desktop computer. Based on interest theory, it was predicted that students who learned in immersive VR would report more positive ratings of interest and motivation and would score higher on a posttest covering material in the lesson. In contrast, based on the cognitive theory of multimedia learning, it was predicted that students who learned with a well-designed slideshow would score higher on a posttest, although they might not report higher levels of interest and motivation. The results showed that students who viewed the slideshow performed significantly better on the posttest than the VR group, but reported lower motivation, interest, and engagement ratings. In Experiment 2, students either viewed a segmented VR lesson and produced a written summary after each segment or viewed the original, continuous VR lesson as in Experiment 1. Students who summarized the lesson after each segment performed significantly better on the posttest and the groups did not differ on reported interest, engagement, and motivation. These results support the cognitive theory of multimedia learning and demonstrate the value of generative learning strategies in immersive VR environments.","WOS:000439919800003"]
["Rat, Anne-Christine; Ricci, Laetitia; Guillemin, Francis; Ricatte, Camille; Pongy, Manon; Vieux, Rachel; Spitz, Elisabeth; Muller, Laurent","Development of a Web-Based Formative Self-Assessment Tool for Physicians to Practice Breaking Bad News (BRADNET).","JMIR medical education",4,"10.2196/mededu.9551",null,"2018 Jul 19",2018,"BACKGROUND: Although most physicians in medical settings have to deliver bad news, the skills of delivering bad news to patients have been given insufficient attention. Delivering bad news is a complex communication task that includes verbal and nonverbal skills, the ability to recognize and respond to patients' emotions and the importance of considering the patient's environment such as culture and social status. How bad news is delivered can have consequences that may affect patients, sometimes over the long term.OBJECTIVE: This project aimed to develop a Web-based formative self-assessment tool for physicians to practice delivering bad news to minimize the deleterious effects of poor way of breaking bad news about a disease, whatever the disease.METHODS: BReaking bAD NEws Tool (BRADNET) items were developed by reviewing existing protocols and recommendations for delivering bad news. We also examined instruments for assessing patient-physician communications and conducted semistructured interviews with patients and physicians. From this step, we selected specific themes and then pooled these themes before consensus was achieved on a good practices communication framework list. Items were then created from this list. To ensure that physicians found BRADNET acceptable, understandable, and relevant to their patients' condition, the tool was refined by a working group of clinicians familiar with delivering bad news. The think-aloud approach was used to explore the impact of the items and messages and why and how these messages could change physicians' relations with patients or how to deliver bad news. Finally, formative self-assessment sessions were constructed according to a double perspective of progression: a chronological progression of the disclosure of the bad news and the growing difficulty of items (difficulty concerning the expected level of self-reflection).RESULTS: The good practices communication framework list comprised 70 specific issues related to breaking bad news pooled into 8 main domains: opening, preparing for the delivery of bad news, communication techniques, consultation content, attention, physician emotional management, shared decision making, and the relationship between the physician and the medical team. After constructing the items from this list, the items were extensively refined to make them more useful to the target audience, and one item was added. BRADNET contains 71 items, each including a question, response options, and a corresponding message, which were divided into 8 domains and assessed with 12 self-assessment sessions. The BRADNET Web-based platform was developed according to the cognitive load theory and the cognitive theory of multimedia learning.CONCLUSIONS: The objective of this Web-based assessment tool was to create a space for reflection. It contained items leading to self-reflection and messages that introduced recommended communication behaviors. Our approach was innovative as it provided an inexpensive distance-learning self-assessment tool that was manageable and less time-consuming for physicians with often overwhelming schedules.","MEDLINE:30026180",30026180]
["Romig, John Elwood; Sundeen, Todd; Thomas, Cathy Newman; Kennedy, Michael J.; Philips, Jesse; Peeples, Katherine N.; Rodgers, Wendy J.; Mathews, Hannah M.","Using Multimedia to Teach Self-Regulated Strategy Development to Preservice Teachers","JOURNAL OF SPECIAL EDUCATION TECHNOLOGY",33,"10.1177/0162643417746373",null,"JUN 2018",2018,"The National Commission on Writing called for a reform in writing instruction over a decade ago. However, teacher preparation programs still rarely provide sufficient training in writing instruction for teacher candidates. The purpose of this study was to improve the writing instruction of preservice teachers. Participating preservice teachers (N = 166) from three universities were randomly assigned to learn essential components of the self-regulated strategy development (SRSD) and the model it stage via content acquisition podcast (CAP)-TVs, lecture, or a practitioner-oriented article. This randomized control trial found that students in the CAP-TV condition outperformed peers in the article condition on a researcher-created measure of SRSD knowledge. Additionally, participants in the CAP-TV condition outperformed peers in both comparison groups article on a measure of modeling instruction. Results from a perceived cognitive load survey indicated that perceived cognitive load was significantly correlated with outcomes on the knowledge and performance measure for all participants. These results suggested that multimedia tools designed using Mayer's (2009) cognitive theory of multimedia learning can reduce cognitive load and increase learning outcomes. Teacher educators should consider incorporating CAP-TVs into their coursework when teaching complex instructional strategies.","WOS:000432094200005"]
["Stull, Andrew T.; Fiorella, Logan; Gainer, Morgan J.; Mayer, Richard E.","Using transparent whiteboards to boost learning from online STEM lectures","COMPUTERS & EDUCATION",120,"10.1016/j.compedu.2018.02.005",null,"MAY 2018",2018,"Research is needed to understand how best to design online videos that foster learning. This study explored the effects of using transparent whiteboards, which allow the instructor to stand behind a transparent glass board and face the students to write and draw while providing a concurrent explanation of the material. Specifically, the affordances of transparent whiteboard lessons might better follow design principles of multimedia learning and foster social agency compared to conventional whiteboard lessons, thereby promoting learning. In two experiments, college students viewed a 20-min Organic Chemistry video lecture with the instructor using either a conventional whiteboard or a transparent whiteboard. Results indicated that students who viewed transparent whiteboard lessons performed better on immediate posttests (Experiment 1 and 2) at interpreting the configuration of spatial diagrams and at explaining key concepts. Students viewing transparent whiteboard lessons also reported more positive ratings of their lecture experience. However, Experiment 2 indicated that the benefits of learning from transparent whiteboards did not persist on a delayed posttest. Overall, this study provides the first systematic investigation of the effects of using transparent whiteboards in video-based instruction.","WOS:000428002300011"]
["Chang, Chi-Cheng; Warden, Clyde A.; Liang, Chaoyun; Lin, Guan-You","Effects of digital game-based learning on achievement, flow and overall cognitive load","AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY",34,"10.14742/ajet.2961",null,"2018",2018,"The purpose of this study was to examine differences in learning achievement, flow, and overall cognitive load between digital game-based learning (DGBL) and traditional computer-based learning (CBL). This study was conducted with 103 Taiwan college students: 50 college students in the experimental group used DGBL; 53 students in the control group used CBL. Results show the DGBL participants displayed significantly better learning achievement, flow, and lower cognitive load compared to the CBL participants. Learning achievement and flow exhibit a positive correlation, while negatively correlating with overall cognitive load. These results align with the existing research concepts of flow theory, cognitive theory of multimedia learning, and cognitive load theory.","WOS:000444590900012"]
["Kimball,, Tia","An Overview: American Television Series as Authentic Resources for English Language Development","Journal of English Teaching through Movies and Media",19,"10.16875/stem.2018.19.2.1",null,"2018",2018,"How can English language learners (ELLs) increase their exposure to spoken English while studying English in their home country? How can they prepare themselves to understand spoken English while traveling abroad? What should EFL teachers do to encourage their students to practice listening outside of the classroom? American television series (AMTVS) are a popular medium of studying English for ELLs worldwide due to their perceived authenticity. AMTVS are more accessible now with the advent of Hulu, Netflix, and YouTube. Instructors worldwide use AMTVS in the classroom to increase engagement and expose their students to a variety of linguistic features in English. The use of closed-captions increases ELLs’ vocabulary, and improves their informal, figurative, and formulaic language acquisition as well as their listening and reading comprehension. Teachers can incorporate AMTVS into their listening instruction to expose ELLs in EFL settings to a variety of language conventions such as grammar, reduced speech, contractions, and various accents. This paper provides an overview of the variety of teaching points that instructors of ELLS can integrate into their classrooms for more context-based and enriched instruction. The linguistic challenges that educators must consider are discussed. This article concludes with the myriad of teaching and learning opportunities available that can help ELLs’ English language development.","KJD:ART002350691"]
["Redmond, Catherine; Davies, Carmel; Cornally, Deirdre; Adam, Ewa; Daly, Orla; Fegan, Marianne; O'Toole, Margaret","Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain","NURSE EDUCATION TODAY",60,"10.1016/j.nedt.2017.09.014",null,"JAN 2018",2018,"Background: Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource.Methods: Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings.Results: Students (n = 192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration.Conclusion: These findings provide evidence that the use of RLOs for both knowledge-based and performance based learning is effective. RLOs when designed using, clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula.","WOS:000418972700002",28987896]
["Spring,, Ryan; Suarez,, Gerard","How and Why to Teach English Metaphors to Japanese Learners Through Visual Media: With Practical Examples From Steven Universe","STEM Journal",19,"10.16875/stem.2018.19.4.109",null,"2018",2018,"Teaching conceptual metaphors to EFL learners has been shown to help with their learning of vocabulary and expressions, but this can be difficult for L1 Japanese EFL learners because of cultural and linguistic differences in the two languages. In teaching metaphors, the Cognitive Theory of Multimedia Learning and understanding of the theory of mental spaces can be used to argue that using visual media is particularly helpful for English learners. This paper presents a case that teaching conceptual metaphors is important for L1 Japanese learners of English, but difficult because of the large number of differences in the metaphorical expressions of the two languages, though these problems can be overcome through visual media, particularly animations. It suggests that they can be especially helpful when attempting to teach new conceptual metaphors to EFL learners because of their multi-modal nature and the ease with which they can construe reality. The paper further argues that animations aimed at children, such as Steven Universe, are particularly helpful because the metaphors are often made especially easy to understand, are often shown in an appropriate cultural context. Furthermore, Steven Universe has recurring themes built upon conceptual metaphors, allowing instructors to find many examples of the same metaphors.","KJD:ART002408375"]
["Tomita, Kei","Does the Visual Appeal of Instructional Media Affect Learners' Motivation Toward Learning?","TECHTRENDS",62,"10.1007/s11528-017-0213-1",null,"JAN 2018",2018,"While authors like Mayer (2009) suggest that designers should avoid using visuals for the purpose of attracting learners' interests, some scholars suggest that visuals could influence learners' emotions. In this study the author investigated whether the perception of the visual appeal of instructional handouts affects learners' self-reported motivation to learn from the handouts. Two handouts were prepared for this study: a minimalist handout following Mayer's (2009) Coherence Principle and an appealing handout complying with everyday visual trends. Participants were instructed to look at the handouts in different orders according to groups and were asked about their impressions of the handouts. The appealing handout was perceived as motivating when it was seen after the minimalist handout. However, the group that saw the minimalist handout first did not perceive the appealing handout as motivating. The result implies that not only the design but also the learning context influences learners' self-reported motivation to engage with the handout.","WOS:000431572500015"]
["Wang, Ting-Kwei; Huang, Jing; Liao, Pin-Chao; Piao, Yanmei","Does Augmented Reality Effectively Foster Visual Learning Process in Construction? An Eye-Tracking Study in Steel Installation","ADVANCES IN CIVIL ENGINEERING",2018,"10.1155/2018/2472167",null,"2018",2018,"Augmented reality (AR) has been proposed to be an efficient tool for learning in construction. However, few researchers have quantitatively assessed the efficiency of AR from the cognitive perspective in the context of construction education. Based on the cognitive theory of multimedia learning (CTML), we evaluated the predesigned AR-based learning tool using eye-tracking data. In this study, we tracked, compared, and summarized learners' visual behaviors in text-graph-(TG-) based, AR-based, and physical model-(PM-) based learning environments. Compared to the TG-based material, we find that both AR-based and PM-based materials foster extraneous processing and thus further promote generative processing, resulting in better learning performance. The results show that there are no significant differences between AR-based and PM-based learning environments, elucidating the advantages of AR. This study lays a foundation for problem-based learning, which is worthy of further investigation.","WOS:000440441000001"]

{"sheet":"Fase 2. Filtrados","index":2,"n_rows":59,"n_cols":25,"rows_kept":59,"merged":[[0,0,0,1]],"flags":["formulas_cached_only"]}
["Detalle: Datos filtrados en Parsifal sin duplicados y con criterios de selección aplicados"]
["Convenciones al leerlos"]
[null,"Aprobado y metodología replicable"]
[null,"Aprobado"]
[null,"Rechazado por mínimo aporte"]
[null,"Rechazo por error en duplicados"]
[]
["title","author","journal","year","source","pages","volume","abstract","document_type","doi","url","affiliation","author_keywords","keywords","publisher","issn","language","note","selection_criteria","created_at","updated_at","created_by","updated_by","status","comments"]
["Creating an online Russian as a foreign language course during the covid-19 epidemic","Berardi, S.","Russian Language Studies","2021","Scopus","7-20","19","In March 2020, due to the coronavirus epidemic all Italian universities switched to online classes and managed to ensure the right to education. Making the switch to online learning, teachers faced new difficulties that they had to sort out immediately. The purpose of the research is to provide scientific and methodological substantiation of the development of the online course of Russian as a foreign language at the University of Bologna. Due to the coronavirus lockdown, such a course was considered as the only possible way to provide the educational process. The author of the article made an attempt to empirically determine the potential of information technology used to organize a productive learning environment for language learners (including Russian-language learners). The article analyses the way the online educational process was organized to teach Russian to political science students of the University of Bologna (Forlì Campus). The researcher studied the structure and functions of the IOL and Virtuale learning environment on the Moodle platform, as well as the means of interaction between students and teachers. The methods for analysing distance learning research papers and empirical methods for assessing the communicative-speech activity of Italian students attending the online Russian language course were used. Apart from that, based on the results of the survey conducted to find out the learners’ attitude to online education, a psychological and pedagogical analysis of the students’ educational activities was carried out. The researcher clarified the definition of e-learning, and considered the cognitive theory of multimedia learning in terms of effective transmission of information during the educational process and direct communication with students. As for the theoretical significance of the article, the author made an attempt to substantiate the need to create and use distance courses for students learning foreign languages (in particular Russian). As for the practical significance of this work, the researcher developed practice-oriented modular computer environment to teach Russian as a foreign language and considered computer-assisted language learning. Methodologies to increase linguistic, communicative and regional geographic competencies of Italian students were developed. In addition, new multimedia educational resources were introduced into the process of teaching political science students. The author summed up the results of the study, analysed the weak and strong points of the online course and proposed the ways to improve it. © Berardi S., 2021.","Article","10.22363/2618-8163-2021-19-1-7-20","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105199320&doi=10.22363%2f2618-8163-2021-19-1-7-20&partnerID=40&md5=5a81960b573cfd07c514573ebc816c51",{"$nulls":3},"RUDN UNiversity",null,"English","cited By 0","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44551.06828703704,"vbetancur21","vbetancur21","Accepted","http://journals.rudn.ru/russian-language-studies/article/view/26127/19251"]
["Effect of on-screen text on multimedia learning with native and foreign-accented narration","Chan, K.Y. and Lyons, C. and Kon, L.L. and Stine, K. and Manley, M. and Crossley, A.","Learning and Instruction","2020","Scopus",null,"67","This study examined the impact of redundant on-screen text on learning from an animated PowerPoint presentation, narrated either by a native or a foreign-accented narrator, with no text, summary text, or full text. Participants completed retention and transfer tests and rated the cognitive load induced by the narration and the PowerPoint materials. With a native narrator, participants performed better on transfer with no text than summary text (redundancy effect). The foreign-accented narration was perceived to be more difficult to understand. Transfer performance was worse for accented than native narration with no text, replicating a voice effect. With a foreign-accented narrator, participants performed better on retention with full text than summary text. Full text facilitated decoding of the accented narration at the word level, but it did not facilitate deep processing for knowledge transfer. The results are discussed in the context of cognitive load and the cognitive theory of multimedia learning. © 2020 Elsevier Ltd","Article","10.1016/j.learninstruc.2020.101305","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079064002&doi=10.1016%2fj.learninstruc.2020.101305&partnerID=40&md5=b3b5adb79693c49e771c59dca72c9715",{"$nulls":3},"Elsevier Ltd",null,"English","cited By 1","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44530.004212962966,"vbetancur21","vbetancur21","Accepted","https://www.sciencedirect.com/science/article/pii/S0959475218305863?casa_token=2-kg_E8iAToAAAAA:BusCwH3C69FW3i6Ac0kprZzhbPOI3AnAzzYe6BDmmZNtl3xpVnqmUM0ZzvXn-IjKTo7iQyY2sz0"]
["EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING","Kamal AFIFY, M.","Turkish Online Journal of Distance Education","2020","Scopus","68-89","21","The importance of using the interactive video has been widely recognized in e-learning courses. However, there are several variables that can affecr learners’ engagement and their learning through watching digital interactive videos, the main purpose of this study is to examine whether long interactive videos can improve students’ performance in tests, retention of learning in the long term, and reduce the cognitive load compared to medium and short videos. An experimental research was conducted on a sample of (63) students of the Faculty of Education at Imam Abdul Rahman University bin Faisal who are registered to study both the courses of Education Technology (EDUM 195N), and Design and Production of Multimedia (EDUM 330N). A three-group experimental design was used. The results were analyzed and interpreted in the light of cognitive load theory and Cognitive Theory of Multimedia Learning. In light of the research findings, the researcher presented a set of recommendations for use in the design and development of content of interactive digital video-based learning environments. The research results can mainly benefit stakeholders and education practitioners, specifically universities, schools, and companies in providing interactive digital video-based learning and training in e-learning and distance learning environments. © (2020). All rights reserved.","Article","10.17718/TOJDE.803360","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096378195&doi=10.17718%2fTOJDE.803360&partnerID=40&md5=80de197174e1daf64cf4ec59b6394331",{"$nulls":3},"Anadolu Universitesi",null,"English","cited By 3","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44530.00387731481,"vbetancur21","vbetancur21","Accepted","https://dergipark.org.tr/en/download/article-file/1321142"]
["Successful coach learning: Digital workbook informed by pedagogical principles","Berntsen, Hedda and Kristiansen, Elsa","International Journal of Sports Science & Coaching","2019","ISI Web of Science","310-323","14","This study was based on the hypothesis that advances in cognitive science may be helpful for Coach Development Programs. We wondered: How can a learning tool such as a digital workbook that is informed by evidence-based pedagogical principles be helpful for coach development? After designing the learning material, based on the cognitive theory of multimedia learning, the digital workbook was used in a coach development program that aimed to improve coaches' need-supportiveness. Ten coaches at an elite sport school in Norway attended the program over a season, and afterwards they were asked whether the learning material had contributed to their knowledge of need-supportive skills. Thematic analysis of the interviews revealed visualization, awareness, and transfer to one's practice as the three main themes describing the educational value of the digital workbook. The material showed the coaches how need-support can be acted out in a sport-specific context. Additionally, the learning material resulted in increased engagement and awareness through coaches' reflections, which is an important step towards integrating new material to prior knowledge and create meaningful learning. Finally, the coaches highlighted transfer of the presented learning material to their practice experiences. We conclude that cognitive science may have useful implications for the design of effective learning materials for coach development programs.","Journal Article","10.1177/1747954119835439","<Go to ISI>://WOS:000473502700004",{"$nulls":4},"1747-9541",null,"kristiansen, elsa/0000-0001-9294-85922","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.99959490741,"vbetancur21","vbetancur21","Accepted","https://journals.sagepub.com/doi/full/10.1177/1747954119835439"]
["Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis","Castro-Alonso, Juan C. and Wong, Rachel M. and Adesope, Olusola O. and Paas, Fred","Educational Psychology Review","2021","ISI Web of Science","989-1015","33","Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents' characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents' characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N = 2104) revealed a small overall effect (g+ = 0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+ = 0.38) tended to be more effective than 3D agents (g+ = 0.11). As predicted by the computers are social actors hypothesis, most of the agents' characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents.","Journal Article","10.1007/s10648-020-09587-1","<Go to ISI>://WOS:000604466100001",{"$nulls":4},"1040-726X",null,"Castro-Alonso, Juan Cristobal/0000-0003-3186-37171","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.994050925925,"vbetancur21","vbetancur21","Accepted","https://link.springer.com/article/10.1007/s10648-020-09587-1"]
["\"Drawing\" your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology","Gansemer-Topf, Ann M. and Paepcke-Hjeltness, Verena and Russell, Ann E. and Schiltz, James","Innovative Higher Education","2021","ISI Web of Science","303-319","46","Sketchnoting is a design methodology that involves communicating concepts visually. This active learning tool has shown potential for influencing student learning but its applications have been limited. Adopting the principles of research related to the Scholarship of Teaching and Learning and employing Mayer's cognitive theory of multimedia learning, our interdisciplinary team from industrial design, biology, and education incorporated this pedagogical tool in an undergraduate upper-level ecology course and assessed its effectiveness. We found that students' perceptions of the value of using tools such as sketchnoting did not significantly change after being introduced to the tool, but over two-thirds of students found the tool valuable and would recommend it to other students. The percentages of students who used the tool never or seldom, remained similar over the semester, but a much higher percentage of students increased their use of sketchnoting. We found that there were differences in how students utilized sketchnoting for learning. Students reported the importance of using sketchnoting for communicating. Because drawings are critical ways to communicate science, teaching visual representation techniques such as sketchnoting can improve science students'ability to identify and solve problems; subsequently improving their long-term success. Additional research exploring why and how this approach could be integrated within college coursework and how it can support learning in science is needed. Framed as an example of SoTL work, our efforts also highlight the iterative nature of these projects and the importance for researchers and faculty members to embrace the multiple roles of teacher and learner.","Journal Article","10.1007/s10755-020-09542-6","<Go to ISI>://WOS:000627215800001",{"$nulls":4},"0742-5627",null,"Gansemer-Topf, Ann/0000-0003-1074-15340","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.98950231481,"vbetancur21","vbetancur21","Accepted","https://link.springer.com/article/10.1007/s10755-020-09542-6"]
["Learning Science in Immersive Virtual Reality","Parong, Jocelyn and Mayer, Richard E.","Journal of Educational Psychology","2018","ISI Web of Science","785-797","110","The goals of the study were (a) to compare the instructional effectiveness of immersive virtual reality (VR) versus a desktop slideshow as media for teaching scientific knowledge, and (b) to examine the efficacy of adding a generative learning strategy to a VR lesson. In Experiment 1, college students viewed a biology lesson about how the human body works either in immersive VR or via a self-directed PowerPoint slideshow on a desktop computer. Based on interest theory, it was predicted that students who learned in immersive VR would report more positive ratings of interest and motivation and would score higher on a posttest covering material in the lesson. In contrast, based on the cognitive theory of multimedia learning, it was predicted that students who learned with a well-designed slideshow would score higher on a posttest, although they might not report higher levels of interest and motivation. The results showed that students who viewed the slideshow performed significantly better on the posttest than the VR group, but reported lower motivation, interest, and engagement ratings. In Experiment 2, students either viewed a segmented VR lesson and produced a written summary after each segment or viewed the original, continuous VR lesson as in Experiment 1. Students who summarized the lesson after each segment performed significantly better on the posttest and the groups did not differ on reported interest, engagement, and motivation. These results support the cognitive theory of multimedia learning and demonstrate the value of generative learning strategies in immersive VR environments.","Journal Article","10.1037/edu0000241","<Go to ISI>://WOS:000439919800003",{"$nulls":4},"0022-0663",null,"Parong, Jocelyn/0000-0001-7076-2535152","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.81439814815,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_apa_psycarticlescurrent_edu_110_6_785"]
["Images and teaching of Chemistry. Contributions of the Cognitive Theory of Multimedia LearningImágenes y enseñanza de la Química. Aportes de la Teoría Cognitiva del Aprendizaje Multimedia","Raviolo, Andrés","Educación química","2019","ISI Web of Science","114-128","30","Abstract The role of images in the learning and teaching of Chemistry is discussed in this article. After exposing the main foundations of the Cognitive Theory of Multimedia Learning, and the 12 principles that emerge from it, its implications for the teaching of chemistry are developed. Multimedia makes reference to presentations or communications that include words and images oriented to promote learning. It presents a classification of images according to their communication functions and a sequence for “reading” an image that includes three levels of interpretation of the information contained in it. The problem of the use of diagrams and schematic drawings for the case of chemistry is also addressed. Finally, it is urged to reformulate the relationship that teachers have with respect to the use of images and systematically integrate word and image into teaching.","Journal Article","10.22201/fq.18708404e.2019.2.67174","<Go to ISI>://SCIELO:S0187-893X2019000200114",{"$nulls":4},"0187-893X",null,"3","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.813368055555,"vbetancur21","vbetancur21","Accepted","http://www.scielo.org.mx/scielo.php?pid=S0187-893X2019000200114&script=sci_abstract&tlng=pt"]
["A Meta-analysis of the Segmenting Effect","Rey, Guenter Daniel and Beege, Maik and Nebel, Steve and Wirzberger, Maria and Schmitt, Tobias H. and Schneider, Sascha","Educational Psychology Review","2019","ISI Web of Science","389-419","31","The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention and transfer performance. Segmentation also reduces the overall cognitive load and increases learning time. These four effects are confirmed for a system-paced segmentation. The meta-analysis tests different explanations for the segmenting effect that concern facilitating chunking and structuring due to segmenting the multimedia instruction by the instructional designer, providing more time for processing the instruction and allowing the learners to adapt the presentation pace to their individual needs. Moderation analyses indicate that learners with high prior knowledge benefitted more from segmenting instructional material than learners with no or low prior knowledge in terms of retention performance.","Journal Article","10.1007/s10648-018-9456-4","<Go to ISI>://WOS:000469817300007",{"$nulls":4},"1040-726X",null,"Schneider, Sascha/AAF-4990-2020Gui, Yang/0000-0001-8856-4617; Rey, Gunter Daniel/0000-0001-9717-8478Si11th International Cognitive Load Theory Conference (ICLTC)Sep 04-06, 2018Beijing, PEOPLES R CHINA17","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.809907407405,"vbetancur21","vbetancur21","Accepted","https://link.springer.com/article/10.1007/s10648-018-9456-4?wt_mc=Internal.Event.1.SEM.ArticleAuthorOnlineFirst&utm_source=ArticleAuthorOnlineFirst&utm_medium=email&utm_content=AA_en_06082018&ArticleAuthorOnlineFirst_20190107"]
["Estimating the cognitive value of YouTube's educational videos: A learning analytics approach","Shoufan, Abdulhadi","Computers in Human Behavior","2019","ISI Web of Science","450-458","92","The literature provides some evidence for the effectiveness of online educational videos in students' learning. Also, general features of educational videos such as production style and video length were investigated to some extent. However, the actual cognitive features of educational videos available on the Internet have remained almost untreated, so far. The main goal of this study is to use learning analytics to investigate how far educational videos on YouTube support cognitive features -as formulated in the cognitive theory of multimedia learning- and how far these features support students' learning. We measure the Video Cognitive Value (VCV) by viewers' rating, particularly using the number of Likes based on a survey that we conducted to understand the semantics of Likes and Dislikes of YouTube's educational videos. Then, a sample of 105 videos was collected and analyzed with respect to cognitive features. A regression analysis showed that only four out of ten investigated features are significant for VCV (pretraining, modality, spatial contiguity, and embodiment) and the regression model could only explain 63% of the data variance. Further tests were performed to include other factors such as the video production style, the video length, the talking speed, the gender of the speaker, and whether she/he speaks English as native language. The expanded model showed only a slightly improved adjusted R-square value (68%). These results suggest that further research is required to identify and specify additional cognitive features in educational videos towards deeper understanding of the video cognitive value. (C) 2018 Elsevier Ltd. All rights reserved.","Journal Article","10.1016/j.chb.2018.03.036","<Go to ISI>://WOS:000457504100044",{"$nulls":4},"0747-5632",null,"30","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.80438657408,"vbetancur21","vbetancur21","Accepted","https://www.sciencedirect.com/science/article/pii/S0747563218301419?casa_token=kNVZL8v1QpMAAAAA:m2T3pDkSHdlWbOP_H7fNAN58o4qjKzIEBTI-oHUURm6lomxLIwI4cxTgp4GOF_tDf7ZYJTRcyLs"]
["The effectiveness of voice-on and voice-off instruction on ASL vocabulary acquisition","Traxler, Rachel Elizabeth and Nakatsukasa, Kimi","Language Teaching Research","2020","ISI Web of Science","273-286","24","Whether to use spoken English for the instruction of American Sign Language (ASL) is a pedagogical debate for those teaching hearing second language learners. Previous investigations have found the use of learners' first language to be beneficial for vocabulary acquisition. Studies on sign languages, however, have found that a class taught completely using signs is more beneficial than a class that incorporates spoken English, although the cognitive theory of multimedia learning argues that receiving input in various modalities fosters learning. In the present study, the efficacy of voice-on or voice-off instruction for acquisition of ASL vocabulary is examined. Twenty-six hearing adult students in an ASL class received either voice-on (spoken English) or voice-off (ASL only) instruction for 13 vocabulary items. They completed a comprehension test in the pretest, immediate posttest, and delayed posttest, as well as a production test in the immediate and delayed posttest. The results showed significant improvements over time for both conditions for comprehension and production; however, no differences between the two conditions were observed.","Journal Article","10.1177/1362168818791601","<Go to ISI>://WOS:000517836300007",{"$nulls":4},"1362-1688",null,"0","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.78256944445,"vbetancur21","vbetancur21","Accepted","https://www.academia.edu/40483455/The_effectiveness_of_voice_on_and_voice_off_instruction_on_ASL_vocabulary_acquisition"]
["Comparison of the impacts of different multimodalities on incidental L2 vocabulary learning","Cekic, Ahmet and Demirezen, Mehmet","Moderna Sprak","2020","ISI Web of Science","109-138","114","Multimodality of input in incidental L2 vocabulary learning has recently been a topic of interest among language acquisition researchers, yet the results have been somewhat contradictory. This study seeks to compare the impacts of two different multimodalities on incidental L2 vocabulary learning, namely, reading-plus-watching (experimental group I) vs. reading-plus-listening (experimental group II), as compared to the reading only condition, which is included as a control measure. Experimental group I watched and read the transcriptions of four news texts with electronic glosses for the target words, while experimental group II read and listened to the same news texts again with electronic glosses for the same 20 target words. Next, the two experimental groups swapped roles with a new set of four news texts glossed for another group of 20 target words. The control group only read the same eight news texts without glosses. The results suggest that reading-plus-listening can be a more conducive multimodal presentation for incidental vocabulary learning as compared to reading-plus-watching. The results also challenge the validity of some principles of the Cognitive Theory of Multimedia Learning in incidental L2 vocabulary learning, while providing supporting evidence for some other principles.(1)","Journal Article",null,"<Go to ISI>://WOS:000649086900007",{"$nulls":4},"2000-3560",null,"0","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.76806712963,"vbetancur21","vbetancur21","Accepted","https://ojs.ub.gu.se/index.php/modernasprak/article/view/4806/3983"]
["Animation as a dynamic visualization technique for improving process model comprehension","Aysolmaz, Banu and Reijers, Hajo A.","Information & Management","2021","ISI Web of Science",null,"58","Process models are widely used for various system analysis and design activities, but it is challenging for stakeholders to understand these complex artifacts. In this work, we focus on the use of dynamic visualization techniques, in particular animation, to help reduce users' cognitive load when making sense of process models. We built on the principles of the cognitive theory of multimedia learning, cognitive load theory, and cognitive dimensions framework to develop an adaptive animation solution. Our experiments suggested that process model comprehension improves when users of process models are provided with animation features; the effect is moderated by process modeling expertise according to a U-shape. Our study contributes to the field of conceptual modeling by making a strong case for the use of animation to support complex problem-solving tasks. Moreover, our animation solution offers ample opportunities for being integrated into industrial modeling tools.","Journal Article","10.1016/j.im.2021.103478","<Go to ISI>://WOS:000661260800007",{"$nulls":4},"0378-7206",null,"Reijers, Hajo/0000-0001-9634-58520","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.76574074074,"vbetancur21","vbetancur21","Accepted","https://www.sciencedirect.com/science/article/pii/S0378720621000525"]
["Interactive multimedia learning based on mobile learning for computer assembling subject using the principle of multimedia learning (Mayer)","Werdiningsih, T. and Triyono, M.B. and Majid, N.W.A.","International Journal of Advanced Science and Technology","2019","Scopus","711-719","28","This article discusses the development of interactive multimedia learning based on mobile learning for computer assembling subjects using the principles of multimedia learning (Mayer). By using this interactive multimedia learning based on mobile learning, students can understand easier to the subject matter. It is because the presentation of the materials is utilizing various media (text, images, animation, audio, and video) as supporting learning activities. The mobile-based means that the interactive multimedia can be used anytime and anywhere. This development study uses the ADDIE development model from William W. Lee et al. which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The first step of the product testing was the Alpha test stage in which the validation process was done by the material experts and media experts followed by product revisions based on the expert advice. The next step was the Beta test stage in which a small group trial was done. Product validation was also done by 32 students of class X at State Vocational High School 1 Bantul. The results of Alpha and Beta tests showed that interactive multimedia learning products based on mobile learning were considered very feasible to be used as learning media. © 2019 SERSC.","Article",null,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080138090&partnerID=40&md5=e06e51cdea47364dbd8efb9ce3e763b5",{"$nulls":3},"Science and Engineering Research Support Society",null,"English","cited By 1","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44529.76085648148,"vbetancur21","vbetancur21","Accepted","Revisar detalladamente su metodología podría ser útil para el estudio. \nhttps://www.researchgate.net/profile/Nuur-Wachid-Abdul-Majid/publication/342158818_Interactive_Multimedia_Learning_based_on_Mobile_Learning_for_Computer_Assembling_Subject_using_the_Principle_of_Multimedia_Learning_Mayer/links/5ee5a3c6299bf1faac55b70e/Interactive-Multimedia-Learning-based-on-Mobile-Learning-for-Computer-Assembling-Subject-using-the-Principle-of-Multimedia-Learning-Mayer.pdf"]
["Exploring Dysphasia Learners' Vocabulary Acquisition through the Cognitive Theory of Multimedia Learning: An Experimental Study","Aravind, B. R. and Rajasekaran, V.","International Journal of Emerging Technologies in Learning","2021","ISI Web of Science","263-275","16","Purpose of the study: The present study was conducted to investigate the impact of the Cognitive Theory of Multimedia Learning for students with dysphasia in learning disabilities. Another aim was to find out the acquisition of vocabulary toward News in levels lesson - Robinson Crusoe for Students of English. Twenty-four students with dysphasia in learning disabilities have participated in the study. The sample population was exposed to a similar handing environment for the research though they had various backgrounds. All the instructions, experiments, teaching-learning activities were provided in the special education resource room. Methodology: The Experimental Research Design was employed in the study. Pre-test, post-test, retention test, and Vocabulary Knowledge Scale questionnaire were administrated to collect the required data from both the control and experimental groups to study the impact of the multimedia and non-multimedia instructional methods. Major findings: The research findings revealed that the multimedia instructional method of teaching outperformed the non-multimedia instructional group. The retention test results and the Vocabulary Knowledge Scale questionnaire reaffirmed that students with dysphasia have motivated and store the new information in their long-term memory. They could retain most of the vocabulary when the multimedia instructional method was integrated into the teaching-learning process. All the test result scores were analyzed using the SPSS software package. A paired test value comparison was used to compare the results for both the control and experimental groups.","Journal Article","10.3991/ijet.v16i12.22173","<Go to ISI>://WOS:000663361200017",{"$nulls":4},"1863-0383",null,"B R, Aravind/AAU-2551-2021B R, Aravind/0000-0001-7872-81710","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.763703703706,"vbetancur21","vbetancur21","Accepted","https://www.learntechlib.org/d/220062/"]
["How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements","Almasseri, M. and AlHojailan, M.I.","Journal of Computer Assisted Learning","2019","Scopus","769-781","35","The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth-grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi-experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge. © 2019 John Wiley & Sons Ltd","Article","10.1111/jcal.12386","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070743056&doi=10.1111%2fjcal.12386&partnerID=40&md5=722f7452b862da9c366c2df9d4d29fe9",{"$nulls":3},"Blackwell Publishing Ltd",null,"English","cited By 3","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44529.761354166665,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_crossref_primary_10_1111_jcal_12386"]
["Digital simulations for grade 7 to 10 mathematics","de las Peñas, M.L.A.N. and Verzosa, D.M.B. and Aberin, M.A.Q. and Garces, L.P.D.M. and Francisco, F.F. and Bautista, E.P. and Tolentino, M.A.C. and Tabares, W.C.","Philippine Journal of Science","2019","Scopus","735-749","148","This article describes a Department of Science and Technology – Philippine Council for Industry, Energy and Emerging Technology (DOST-PCIEERD) project aimed to facilitate the implementation of the mathematical objectives raised by the Department of Education’s (DepEd) K to 12 program in the Philippines through the use of innovative digital technologies. In particular, a selection of application software (“apps”) were created for Grade 7 to 10 mathematics that covered topics indicated in the five strands outlined in the K to 12 program – namely (1) number, (2) geometry, (3) measurement, (4) patterns and algebra, and (5) statistics and probability. The design of the apps was informed by an amalgamated framework of the Cognitive Theory of Multimedia Learning (Mayer 2005) and Mathematical Theories of Representation (Goldin 1998). The design was informed by how students learn and how students learn mathematics. The project also aimed to design manipulable software that allows learners to construct and grapple with their mental representations of mathematical concepts. This paper describes a selection of the apps designed by the project and how their features were informed by the theoretical framework. It also presents results from pilot studies that demonstrate the apps’ potential to increase performance, facilitate conceptual development, and increase learners’ engagement. © 2019, Department of Science and Technology. All rights reserved.","Article",null,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076878230&partnerID=40&md5=2ff506ce35443dabfbd6cf705a730589",{"$nulls":3},"Department of Science and Technology",null,"English","cited By 0","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44529.760567129626,"vbetancur21","vbetancur21","Accepted","https://archium.ateneo.edu/cgi/viewcontent.cgi?article=1045&context=mathematics-faculty-pubs"]
["Integrating animations in Chinese character writing based on Cognitive Theory of Multimedia Learning to promote students' writing skills","Tin, T.G. and Atan, N.A. and Said, M.N.N.H.B. and Ali, M.F. and Mohd, S. and Hamid, M.Z.A.","International Journal of Interactive Mobile Technologies","2018","Scopus","97-111","12","The complexity of Chinese character caused students facing learning difficulty in mastering the Chinese character writing skills. This study aimed to investigate the effect and students' perception on the implementation of animation in teaching and learning of Chinese character writing based on Cognitive Theory of Multimedia Learning (AniCC Online Learning) via Frog VLE platform. Meanwhile, the relationship of implementation of AniCC Online Learning and pupil's writing performance was also studied to have further insights into the Chinese character teaching and learning situation. Pre-experimental one group pre-test and post-test design were adopted and thirty three Year 1 students were selected as the respondents in this research which involved four types of instruments. There was a significant different (p = 0.013) between the scores of pretest and post-test for students' writing performance after performing paired samples t-test. The study also showed an increase in the means scores of students' writing skills and an increase in the percentage of students' writing skills ranking at rank 4 or above although no significant different (p = 0.180) was observed between the pre writing assessment and post writing assessment after Wilcoxon Test was performed. The students overall showed high acceptance towards integration of AniCC Online Learning with overall mean score 0.90 (maximum = 1). In sum, the design of AniCC Online Learning via Frog VLE platform is able to improve writing performance as well as to help students in their writing skills. © 2018, International Association of Online Engineering.","Article","10.3991/ijim.v12i7.9671","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063337464&doi=10.3991%2fijim.v12i7.9671&partnerID=40&md5=fce86eeb2e4ab0e77ceb83f43cbb8023",{"$nulls":3},"International Association of Online Engineering",null,"English","cited By 2","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44529.76275462963,"vbetancur21","vbetancur21","Accepted","https://www.researchgate.net/profile/Mohd-Nihra-Haruzuan-Bin-Mohamad-Said/publication/330710578_Primary_Science_Teacher_Performance_in_Science_Process_Skills/links/5ce242ac458515712eb6a4d2/Primary-Science-Teacher-Performance-in-Science-Process-Skills.pdf"]
["Online university education during the COVID-19 pandemic. How efficient are the adapted instruction models?","Dulama, Maria Eliza and Ilovan, Oana-Ramona","Journal of Educational Sciences & Psychology","2020","ISI Web of Science","92-111","10","In the context of the coronavirus pandemic and of transferring face-to-face academic activities to online, we analyse several e-learning solutions in Geography university education, from the perspective of three components: e-communication, e-training, and e-assessment. The aim of this research is to investigate the use of photographs to enable learning of Geography during the educational process organized synchronously and asynchronously at Babes-Bolyai University, in Cluj-Napoca, Romania. After analyzing the online activities realized in the virtual classes on the Microsoft Teams platform, we identified, discussed, and represented schematically three instruction models, with their advantages and disadvantages, considering the Cognitive Theory of Multimedia Learning. The efficiency of these models depends on the features of the discipline and on professor's competence level in specialty and in didactic transposition.","Journal Article",null,"<Go to ISI>://WOS:000598642500008",{"$nulls":4},"2247-6377",null,"2","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.7712962963,"vbetancur21","vbetancur21","Accepted","https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=f0c0fe22-0928-4b5e-a3a0-df9a7dc51f28%40redis"]
["Using transparent whiteboards to boost learning from online STEM lectures","Stull, Andrew T. and Fiorella, Logan and Gainer, Morgan J. and Mayer, Richard E.","Computers & Education","2018","ISI Web of Science","146-159","120","Research is needed to understand how best to design online videos that foster learning. This study explored the effects of using transparent whiteboards, which allow the instructor to stand behind a transparent glass board and face the students to write and draw while providing a concurrent explanation of the material. Specifically, the affordances of transparent whiteboard lessons might better follow design principles of multimedia learning and foster social agency compared to conventional whiteboard lessons, thereby promoting learning. In two experiments, college students viewed a 20-min Organic Chemistry video lecture with the instructor using either a conventional whiteboard or a transparent whiteboard. Results indicated that students who viewed transparent whiteboard lessons performed better on immediate posttests (Experiment 1 and 2) at interpreting the configuration of spatial diagrams and at explaining key concepts. Students viewing transparent whiteboard lessons also reported more positive ratings of their lecture experience. However, Experiment 2 indicated that the benefits of learning from transparent whiteboards did not persist on a delayed posttest. Overall, this study provides the first systematic investigation of the effects of using transparent whiteboards in video-based instruction.","Journal Article","10.1016/j.compedu.2018.02.005","<Go to ISI>://WOS:000428002300011",{"$nulls":4},"0360-1315",null,"Stull, Andrew/J-5761-2014Stull, Andrew/0000-0001-8168-874816","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.77979166667,"vbetancur21","vbetancur21","Accepted","https://www.sciencedirect.com/science/article/pii/S0360131518300393?casa_token=KMPfzeAPOLMAAAAA:LJHs4wCjcqaRwhVAOyUeVEfWsSglW0Ehpe43sMovus3V-gVR2aOzEvBtPMfSNr2zyL0ex2E42bQ"]
["The Assessment of Reasoning Tool (ART): structuring the conversation between teachers and learners","Thammasitboon, Satid and Rencic, Joseph J. and Trowbridge, Robert L. and Olson, Andrew P. J. and Sur, Moushumi and Dhaliwal, Gurpreet","Diagnosis","2018","ISI Web of Science","197-203","5","Background: Excellence in clinical reasoning is one of the most important outcomes of medical education programs, but assessing learners' reasoning to inform corrective feedback is challenging and unstandardized. Methods: The Society to Improve Diagnosis in Medicine formed a multi-specialty team of medical educators to develop the Assessment of Reasoning Tool (ART). This paper describes the tool development process. The tool was designed to facilitate clinical teachers' assessment of learners' oral presentation for competence in clinical reasoning and facilitate formative feedback. Reasoning frameworks (e.g. script theory), contemporary practice goals (e.g. high-value care [HVC]) and proposed error reduction strategies (e.g. metacognition) were used to guide the development of the tool. Results: The ART is a behaviorally anchored, three-point scale assessing five domains of reasoning: (1) hypothesis-directed data gathering, (2) articulation of a problem representation, (3) formulation of a prioritized differential diagnosis, (4) diagnostic testing aligned with HVC principles and (5) metacognition. Instructional videos were created for faculty development for each domain, guided by principles of multimedia learning. Conclusions: The ART is a theory-informed assessment tool that allows teachers to assess clinical reasoning and structure feedback conversations.","Journal Article","10.1515/dx-2018-0052","<Go to ISI>://WOS:000451099400006",{"$nulls":4},"2194-8011",null,"Trowbridge, Robert/U-8278-2019Trowbridge, Robert/0000-0002-0460-2733; Olson, Andrew/0000-0002-7226-57834","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.78121527778,"vbetancur21","vbetancur21","Accepted","https://www.degruyter.com/document/doi/10.1515/dx-2018-0052/html"]
["Does the Visual Appeal of Instructional Media Affect Learners' Motivation Toward Learning?","Tomita, Kei","Techtrends","2018","ISI Web of Science","103-112","62","While authors like Mayer (2009) suggest that designers should avoid using visuals for the purpose of attracting learners' interests, some scholars suggest that visuals could influence learners' emotions. In this study the author investigated whether the perception of the visual appeal of instructional handouts affects learners' self-reported motivation to learn from the handouts. Two handouts were prepared for this study: a minimalist handout following Mayer's (2009) Coherence Principle and an appealing handout complying with everyday visual trends. Participants were instructed to look at the handouts in different orders according to groups and were asked about their impressions of the handouts. The appealing handout was perceived as motivating when it was seen after the minimalist handout. However, the group that saw the minimalist handout first did not perceive the appealing handout as motivating. The result implies that not only the design but also the learning context influences learners' self-reported motivation to engage with the handout.","Journal Article","10.1007/s11528-017-0213-1","<Go to ISI>://WOS:000431572500015",{"$nulls":4},"8756-3894",null,"2","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.78146990741,"vbetancur21","vbetancur21","Accepted","https://link.springer.com/article/10.1007/s11528-017-0213-1"]
["Comparison of Animation and Static-picture based Instruction: Effects on Performance and Cognitive Load for Learning Genetics","Yang, Chi and Jen, Chun-Hui and Chang, Chun-Yen and Yeh, Ting-Kuang","Educational Technology & Society","2018","ISI Web of Science","1-11","21","This study aimed to examine the relative effectiveness of using an animation versus static pictures in terms of supporting the learning of genetics. To provide a methodologically sound comparison, the two sessions were constructed to be equivalent and were designed based on principles provided by the cognitive theory of multimedia learning and the cognitive load theory. Genetics was chosen as the instructional content, which included learning about the processes of cell division, mitosis, and meiosis. The results indicate that students in the animation group perceived less extraneous cognitive load and achieved a better learning outcome than those in the static pictures group. Therefore, this study supports the superiority of the animation over static picture instruction when learning micro-scientific phenomena.","Journal Article",null,"<Go to ISI>://WOS:000447287000001",{"$nulls":4},"1176-3647",null,"Si9","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.784537037034,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_proquest_journals_2147863080"]
["Does Augmented Reality Effectively Foster Visual Learning Process in Construction? An Eye-Tracking Study in Steel Installation","Wang, Ting-Kwei and Huang, Jing and Liao, Pin-Chao and Piao, Yanmei","Advances in Civil Engineering","2018","ISI Web of Science",null,"2018","Augmented reality (AR) has been proposed to be an efficient tool for learning in construction. However, few researchers have quantitatively assessed the efficiency of AR from the cognitive perspective in the context of construction education. Based on the cognitive theory of multimedia learning (CTML), we evaluated the predesigned AR-based learning tool using eye-tracking data. In this study, we tracked, compared, and summarized learners' visual behaviors in text-graph-(TG-) based, AR-based, and physical model-(PM-) based learning environments. Compared to the TG-based material, we find that both AR-based and PM-based materials foster extraneous processing and thus further promote generative processing, resulting in better learning performance. The results show that there are no significant differences between AR-based and PM-based learning environments, elucidating the advantages of AR. This study lays a foundation for problem-based learning, which is worthy of further investigation.","Journal Article","10.1155/2018/2472167","<Go to ISI>://WOS:000440441000001",{"$nulls":4},"1687-8086",null,"Liao, Pin-Chao/Z-3750-2019; Liao, Pin-chao/Z-2825-2019Liao, Pin-Chao/0000-0001-6927-9204; Wang, Ting-Kwei/0000-0001-8946-3797; Huang, Jing/0000-0002-5542-96438","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.78689814815,"vbetancur21","vbetancur21","Accepted","https://www.hindawi.com/journals/ace/2018/2472167/"]
["Expanding libraries' application of Mayer's cognitive theory of multimedia learning","Theimer, Sarah","Library Management","2019","ISI Web of Science","478-482","40","Purpose The purpose of this paper is to propose the incorporation of Mayer's cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements. Design/methodology/approach A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking. Findings There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship. Originality/value Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library.","Journal Article","10.1108/lm-08-2018-0067","<Go to ISI>://WOS:000486158200011",{"$nulls":4},"0143-5124",null,"2","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.78942129629,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_proquest_journals_2266854544"]
["Testing the segmentation effect of multimedia learning in a biological system","Soicher, Raechel N. and Becker-Blease, Kathryn A.","Journal of Computer Assisted Learning","2020","ISI Web of Science","825-837","36","Multimedia instruction, the combination of pictures and words to produce meaningful learning, involves attention, selection, organization, and integration of new information with previously- learned information. Because there is a large, theory--based literature supporting the effectiveness of multimedia instruction, we proposed that multimedia instruction could be leveraged to address issues in health communication. The cognitive theory of multimedia learning outlines techniques to improve meaningful learning when the processing load of essential information exceeds the cognitive capacity of the learner (Mayer, 2014). Specifically, segmentation, or presentation of the material in a learner- paced fashion, results in deeper learning of the material than continuous presentation (Mayer & Chandler, 2001). We proposed a conceptual replication of the segmentation effect with multimedia materials relevant in a health communication context. We hypothesized that transfer of information from a multimedia presentation about kidney function would be improved in a segmented, versus continuous, condition. Additionally, we hypothesized that participants' perceived cognitive load during the learning task would be lower in the segmented, versus continuous, presentation condition. We were unable to replicate either of these advantages for the use of segmentation with health-related materials.","Journal Article","10.1111/jcal.12485","<Go to ISI>://WOS:000563124500001",{"$nulls":4},"0266-4909",null,"Becker-Blease, Kathryn/E-3410-2012Becker-Blease, Kathryn/0000-0002-3459-4017; Soicher, Raechel/0000-0002-2142-625X1","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.7987037037,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_gale_infotracacademiconefile_A641992122"]
["Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain","Redmond, Catherine and Davies, Carmel and Cornally, Deirdre and Adam, Ewa and Daly, Orla and Fegan, Marianne and O'Toole, Margaret","Nurse Education Today","2018","ISI Web of Science","3-10","60","Background: Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. Methods: Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. Results: Students (n = 192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. Conclusion: These findings provide evidence that the use of RLOs for both knowledge-based and performance based learning is effective. RLOs when designed using, clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula.","Journal Article","10.1016/j.nedt.2017.09.014","<Go to ISI>://WOS:000418972700002",{"$nulls":4},"0260-6917",null,"redmond, catherine/0000-0002-7778-489X15","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.810162037036,"vbetancur21","vbetancur21","Accepted","https://www.sciencedirect.com/science/article/pii/S0260691717302253?casa_token=FimrQgTmUTIAAAAA:x01tCmTsNCVYFlOZa6OfVC6UCztI6TUyk8ezo8eGDSGSE49qU-ylev9hiMNisEQtF1aZrj0pZlU"]
["MATT: A Mobile Assisted Tense Tool for Flexible m-Grammar Learning Based on Cloud-Fog-Edge Collaborative Networking","Refat, Nadia and Rahman, Md Arafatur and Asyhari, A. Taufiq and Kassim, Hafizoah and Kurniawan, Ibnu Febry and Rahman, Mahbubur","Ieee Access","2020","ISI Web of Science","66074-66084","8","The proliferation of modern mobile technologies on grammar learning (i.e., m-grammar learning) has generated a multitude of challenges in developing effective pedagogically-informed learning tools. The existing systems have mostly suffered from low motivation and poor learning effectiveness because of the three key reasons, namely: i) a weak tie to motivational theoretical principles, ii) a lack of proper instructional design, and iii) a lack of proper infrastructural design for data sharing between students and instructors. To deal with this issue, this paper presents MATT: a Mobile-Assisted Tense Tool that encapsulates an m-grammar instructional design leveraging upon cloud-fog-edge collaborative networking. Central to MATT is the incorporation of the Cognitive Theory of Multimedia Learning principles to minimize the extraneous cognitive load and a motivational model to increase motivation and learning effectiveness. To ensure effective instructional design, we exploit adaptive and dynamic approaches embodied in a flexible instructional paradigm that takes advantage of collective learning data exchange across cloud (central unit), fog (regional units) and edge (end devices/learners). To demonstrate the overall effectiveness of this system, we describe our findings in the evaluation of both the learning aspect (using a quantitative research design) and collaborative network performance (using numerical simulation). With an appropriate condition of delay-tolerant network-enabled learning data exchange, the results suggest that the students' cognitive load is low and motivational nature is high after using this system, which led them to perform more positively in the post-test evaluation.","Journal Article","10.1109/access.2020.2983310","<Go to ISI>://WOS:000527415200010",{"$nulls":4},"2169-3536",null,"Asyhari, A. Taufiq/AAJ-1455-2020; Kurniawan, Ibnu Febry/AAK-5443-2021Asyhari, A. Taufiq/0000-0002-3023-8285; Kurniawan, Ibnu Febry/0000-0002-5584-23900","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.81048611111,"vbetancur21","vbetancur21","Accepted","https://ieeexplore.ieee.org/abstract/document/9064788"]
["Interactive Learning Experience-Driven Smart Communications Networks for Cognitive Load Management in Grammar Learning Context","Refat, Nadia and Rahman, Md Arafatur and Asyhari, A. Taufiq and Kurniawan, Ibnu Febry and Bhuiyan, Md Zakirul Alam and Kassim, Hafizoah","Ieee Access","2019","ISI Web of Science","64545-64557","7","The widespread adoption of technology-enhanced learning in various knowledge disciplines has pushed forward the development of information technology-assisted media for language learning and teaching. However, most of the existing electronic-learning (e-learning) solutions have underexplored and under-addressed given specific characteristics of grammar learning, which is one of the most demanding areas of language education. The lack of pedagogically informed instructional design to enhance learning performance on the current system can result in low motivation and engagement due to an imbalance and excessive increase of the cognitive load. This paper attempts to address these deficiencies posed by the existing systems by proposing smart communication networks that are driven by the student learning experience to manage cognitive load in the context of grammar learning. The e-grammar learning networks serve as a collaborative learning platform that combines a pedagogically informed instructional model named attention, relevance, confidence, and satisfaction (ARCS) and cyber interaction among teaching/learning agents. From the technological perspective, our numerical simulations demonstrate the desirable performance indicators of the proposed networks to facilitate information exchange and learning. From the education perspective, our empirical studies show that the overall smart network-enabled e-grammar learning system has desirable characteristics to motivate learners (m = 3.78) and manage their overall cognitive load (m = 1.73), which suggest the promising capability of the proposed system.","Journal Article","10.1109/access.2019.2915174","<Go to ISI>://WOS:000470030000001",{"$nulls":4},"2169-3536",null,"Bhuiyan, Zakirul Alam/AAJ-1930-2020; Asyhari, A. Taufiq/AAJ-1455-2020; KASSIM, HAFIZOAH/K-1838-2016; Rahman, Arafatur/L-8242-2016; Kurniawan, Ibnu Febry/AAK-5443-2021; Bhuiyan, Md Zakirul Alam/F-2922-2014Asyhari, A. Taufiq/0000-0002-3023-8285; KASSIM, HAFIZOAH/0000-0002-9132-7513; Rahman, Arafatur/0000-0002-8221-6168; Kurniawan, Ibnu Febry/0000-0002-5584-2390; Bhuiyan, Md Zakirul Alam/0000-0002-9513-99905","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.81091435185,"vbetancur21","vbetancur21","Accepted (duplicado- Salami)","https://ieeexplore.ieee.org/abstract/document/8708184"]
["Vocabulary learning and retention through multimedia glossing","Ramezanali, Nasrin and Faez, Farahnaz","Language Learning & Technology","2019","ISI Web of Science","105-124","23","Drawing on Mayer's (2014) cognitive theory of multimedia learning, the purpose of this study was to examine which modes of gloss presentation (i.e., L2 definition, aural, and video animation) are effective for learners' vocabulary learning and delayed word recollection. One control group and three experimental groups were formed by 132 intermediate language learners. Pre- and post-tests of productive recall and multiple-choice productive recognition were administered, and learners' perceptions toward glossing were examined through a questionnaire and interviews. Quantitative data were analyzed using ANCOVA, and themes that emerged from the qualitative data were identified. The quantitative findings revealed that dual glossing modes were more effective than single glossing modes for many test sessions. However, single glossing was also effective for a few test sessions. The questionnaire and interview data showed that learners preferred the dual glossing mode of L2 definition and video animation. The findings provide insights for vocabulary learning and teaching.","Journal Article",null,"<Go to ISI>://WOS:000474745200008",{"$nulls":4},"1094-3501",null,"13","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.811944444446,"vbetancur21","vbetancur21","Accepted","https://scholarspace.manoa.hawaii.edu/bitstream/10125/44685/1/23_02_10125-44685.pdf"]
["Development of a Web-Based Formative Self-Assessment Tool for Physicians to Practice Breaking Bad News (BRADNET)","Rat, Anne-Christine and Ricci, Laetitia and Guillemin, Francis and Ricatte, Camille and Pongy, Manon and Vieux, Rachel and Spitz, Elisabeth and Muller, Laurent","JMIR medical education","2018","ISI Web of Science","e17-e17","4","BACKGROUND: Although most physicians in medical settings have to deliver bad news, the skills of delivering bad news to patients have been given insufficient attention. Delivering bad news is a complex communication task that includes verbal and nonverbal skills, the ability to recognize and respond to patients' emotions and the importance of considering the patient's environment such as culture and social status. How bad news is delivered can have consequences that may affect patients, sometimes over the long term. OBJECTIVE: This project aimed to develop a Web-based formative self-assessment tool for physicians to practice delivering bad news to minimize the deleterious effects of poor way of breaking bad news about a disease, whatever the disease. METHODS: BReaking bAD NEws Tool (BRADNET) items were developed by reviewing existing protocols and recommendations for delivering bad news. We also examined instruments for assessing patient-physician communications and conducted semistructured interviews with patients and physicians. From this step, we selected specific themes and then pooled these themes before consensus was achieved on a good practices communication framework list. Items were then created from this list. To ensure that physicians found BRADNET acceptable, understandable, and relevant to their patients' condition, the tool was refined by a working group of clinicians familiar with delivering bad news. The think-aloud approach was used to explore the impact of the items and messages and why and how these messages could change physicians' relations with patients or how to deliver bad news. Finally, formative self-assessment sessions were constructed according to a double perspective of progression: a chronological progression of the disclosure of the bad news and the growing difficulty of items (difficulty concerning the expected level of self-reflection). RESULTS: The good practices communication framework list comprised 70 specific issues related to breaking bad news pooled into 8 main domains: opening, preparing for the delivery of bad news, communication techniques, consultation content, attention, physician emotional management, shared decision making, and the relationship between the physician and the medical team. After constructing the items from this list, the items were extensively refined to make them more useful to the target audience, and one item was added. BRADNET contains 71 items, each including a question, response options, and a corresponding message, which were divided into 8 domains and assessed with 12 self-assessment sessions. The BRADNET Web-based platform was developed according to the cognitive load theory and the cognitive theory of multimedia learning. CONCLUSIONS: The objective of this Web-based assessment tool was to create a \"space\" for reflection. It contained items leading to self-reflection and messages that introduced recommended communication behaviors. Our approach was innovative as it provided an inexpensive distance-learning self-assessment tool that was manageable and less time-consuming for physicians with often overwhelming schedules.","Journal Article","10.2196/mededu.9551","<Go to ISI>://MEDLINE:30026180",{"$nulls":4},"2369-3762",null,"Muller, Laurent/AAZ-3780-2020Muller, Laurent/0000-0001-5340-64242","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.812430555554,"vbetancur21","vbetancur21","Accepted","https://mededu.jmir.org/2018/2/e17/"]
["What we learned from creating one of the world's most popular MOOCs","Oakley, Barbara A. and Sejnowski, Terrence J.","Npj Science of Learning","2019","ISI Web of Science",null,"4","Learning How to Learn (LHTL) is currently one of the world's most popular massive open online course (MOOC), with nearly 2.5 million registered learners in its first 4 years. Here, we \"reverse engineer\" the design of the course's videos to show how creative application of well-known principles of multimedia learning in an MOOC context appear to have fueled the course's popularity. Gaps in knowledge of multimedia learning are also noted. There have been some 50 years of experience researching effective classroom teaching, but less there have been only 5 years since MOOCs became widespread. The success of LHTL may provide further insight into the importance of the principles of multimedia learning, and how those principles might be practically implemented to improve MOOC making and the general design of instructional videos.","Journal Article","10.1038/s41539-019-0046-0","<Go to ISI>://WOS:000611008200001",{"$nulls":6},"Sejnowski, Terrence/AAV-5558-20214","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.81704861111,"vbetancur21","vbetancur21","Accepted","https://www.nature.com/articles/s41539-019-0046-0"]
["Is a Picture Worth a Thousand Words? Evaluating the Design of Instructional Animations in Veterinary Education","Noyes, Julie A. and Carbonneau, Kira J. and Gotch, Chad M. and Matthew, Susan M.","Journal of Veterinary Medical Education","2020","ISI Web of Science","69-77","47","Empirical evidence demonstrates that student learning outcomes improve when animations are developed in alignment with the design principles of the cognitive theory of multimedia learning (CTML). The extent to which these principles are used in the design of veterinary instructional animations is unknown. In this study, we reviewed the veterinary education literature for articles that discussed specific veterinary medical animations as learning resources. The 30 referenced animations accessed through this search were analyzed to determine whether they used the CTML's 11 major design principles. Analysis revealed that the animations most commonly adhered to only 4 principles: coherence, redundancy, modality, and spatial contiguity. The majority of the 11 CTML principles were used in fewer than 40% of the animations. We also examined the alignment between raters' perceptions of the effectiveness and enjoyment of the animations and adherence to the design principles. Analyses revealed that the animations deemed by raters as most enjoyable and effective did not utilize more design principles than animations they viewed as least enjoyable and effective. The results of this study indicate many missed opportunities to increase learning by developing animated learning resources according to empirically based design principles. Decisions to include specific animations in instruction should be based on whether the resources include elements that have been shown to increase learning rather than subjective perceptions of effectiveness and enjoyment.","Journal Article","10.3138/jvme.0118-002r","<Go to ISI>://WOS:000513540000009",{"$nulls":4},"0748-321X",null,"2","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.81814814815,"vbetancur21","vbetancur21","Accepted","https://jvme.utpjournals.press/doi/full/10.3138/jvme.0118-002r"]
["Visual storytelling for improving the comprehension and utility in disseminating information systems research: Evidence from a quasi-experiment","Mirkovski, Kristijan and Gaskin, James E. and Hull, David M. and Lowry, Paul Benjamin","Information Systems Journal","2019","ISI Web of Science","1153-1177","29","Since the start of human civilisation, storytelling has served as an effective medium for disseminating important knowledge within families, communities, and organisations. We make a case for the use of visual storytelling, namely, video stories, to supplement traditional scholarly articles in the Information Systems (IS) discipline, thereby exploring its potential to improve actual and perceived comprehension, perceived utility, satisfaction as well as intentions to cite, share, and accept research. Drawing on cognitive learning theory, the cognitive theory of multimedia learning and the literature on deep processing, we develop our research model, which is based on the model by Jiang and Benbasat (2007). We test our model in experimental settings with 269 research-oriented students and academics who were randomised into four conditions: (1) reading a text-based article, (2) reading the script for a video about the article, (3) viewing the video story of the article, and (4) viewing the video story followed by reading the article. Results showed that the article's script was significantly perceived to be the least useful in disseminating research content. The video story and text-based article were perceived to be equally useful, and supplementing the text-based article with a video story was perceived to be the most useful. Moreover, the video story and text-based article supplemented by a video story were of roughly equal effectiveness; yet, the video script was the most effective, and the text-based article was least effective relative to other formats in disseminating scholarly knowledge. Last, we discuss how to further improve the design of video stories by referring to the critical narrative theory, which has the potential to significantly promote the dissemination of IS scholarly knowledge.","Journal Article","10.1111/isj.12240","<Go to ISI>://WOS:000498168000003",{"$nulls":4},"1350-1917",null,"Lowry, Paul Benjamin/A-2790-2008Lowry, Paul Benjamin/0000-0002-0187-5808; Mirkovski, Kristijan/0000-0003-1513-6237; Hull, David/0000-0003-1192-595XSi4","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.81972222222,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_scopus_primary_626736179"]
["Multimedia Instructional Design Principles: Moving from Theoretical Rationale to Practical Applications","Mahajan, Rajiv and Gupta, Kapil and Gupta, Piyush and Kukreja, Sahiba and Singh, Tejinder","Indian Pediatrics","2020","ISI Web of Science","555-560","57","Since the introduction of cognitive theory of multimedia learning more than a decade back much empirical evidence has substantiated the theoretical rationale of multimedia instructional design principles. Medical educators use multimedia mostly for delivering lectures in the form of power-point presentations. Abundant literature is available giving instructions on the appropriate use of font type and sizeetc.to be used in power-point slides, but the literature applying multimedia instructional design principles for preparing effective presentations leading to active and meaningful learning is scanty. This paper deals with theoretical aspects of multimedia instructional design principles and the ways of effectively incorporating these principles for designing meaningful power-point presentations.","Journal Article","10.1007/s13312-020-1854-2","<Go to ISI>://WOS:000547462300015",{"$nulls":4},"0019-6061",null,"Singh, Tejinder/AAX-1694-20202","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.821747685186,"vbetancur21","vbetancur21","Accepted","https://link.springer.com/content/pdf/10.1007/s13312-020-1854-2.pdf"]
["Optimum input mode in the modality and redundancy principles for university ESL students' multimedia learning","Liu, Yinan and Jang, Bong Gee and Roy-Campbell, Zaline","Computers & Education","2018","ISI Web of Science","190-200","127","Richard Mayer's cognitive theory of multimedia learning and multimedia learning principles provide theoretical and empirical foundations for multimedia instruction. However, the theory and the principles were developed based on empirical studies of native English-speaking students and may not apply to English-as-a-second-language (ESL) students. Specifically, the modality and redundancy principles that involve text and audio could become compromised in the ESL context, since ESL students have difficulty fully comprehending L2 (second language) English text and audio. This study sought to identify ESL students' optimum input mode (among graphics + audio, graphics + text, and graphics + audio + text, addressed in the modality and redundancy principles) and to test whether the modality and redundancy principles also apply to their multimedia learning. Empirical studies comparing the input modes for ESL students' learning were reviewed and common limitations were identified. When it came to knowledge retention, no statistically significant differences were found in ESL students' learning outcomes from the three input modes. The findings also indicated that Mayer's modality and redundancy principles had not applied to the learning of ESL students. Explanations for the results and implications for future research were discussed.","Journal Article","10.1016/j.compedu.2018.08.025","<Go to ISI>://WOS:000448635800014",{"$nulls":4},"0360-1315",null,"Jang, Bong Gee/0000-0002-6830-81706","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.82203703704,"vbetancur21","vbetancur21","Accepted","https://www.sciencedirect.com/science/article/pii/S0360131518302355?casa_token=iOnBUpmz3KIAAAAA:6fcy8BpYiXPQt0Bog6WlhJBlxEMG3aUJ6019s_eLATwNbY3RfsjdErh-c94jDvVRv0KI3cpqxC4"]
["Investigating Modality, Redundancy and Signaling Principles with Abstract and Concrete Representation","Kutbay, Ekrem and Akpinar, Yavuz","International Journal of Education in Mathematics Science and Technology","2020","ISI Web of Science","131-145","8","This study explored the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested with a pre-test and post-test quasi-experimental design. Data were collected from a large sample (n=826) sample of children with low prior electricity knowledge. Analyses showed that all treatments helped students to develop knowledge of the topic to some extent. However, while the modality effect holds true for middle school students' studying electricity units with a multimedia instruction in real school settings, the signaling and redundancy principles do not hold true. The study also investigated interactions among prior science scores, prior knowledge about the topic, and multimedia treatments. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the last section.","Journal Article",null,"<Go to ISI>://WOS:000523588400004",{"$nulls":4},"2147-611X",null,"0","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.985555555555,"vbetancur21","vbetancur21","Accepted","https://files.eric.ed.gov/fulltext/EJ1255527.pdf"]
["COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation","Hadie, Siti Nurma Hanim and Tan, Vina Phei Sean and Omar, Norsuhana and Nik Mohd Alwi, Nik Aloesnisa and Lim, Hooi Lian and Ku Marsilla, Ku Ishak","Frontiers in medicine","2021","ISI Web of Science","739238-739238","8","This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.","Journal Article","10.3389/fmed.2021.739238","<Go to ISI>://MEDLINE:34671622",{"$nulls":4},"2296-858X",null,"Hadie, Siti Nurma Hanim/L-7296-2016Hadie, Siti Nurma Hanim/0000-0001-9046-93790","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.98625,"vbetancur21","vbetancur21","Accepted","https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8520998/"]
["Individual differences in visuospatial working memory capacity influence the modality effect","Greenberg, Kevin and Zheng, Robert and Gardner, Michael and Orr, Matthew","Journal of Computer Assisted Learning","2021","ISI Web of Science","735-744","37","The cognitive theory of multimedia learning postulates learning information in a dual-modality design is more effective than in a single modality, which is known as the modality effect. Research has found that the modality effect supports problem-solving learning, but not retention-based learning. This divergence in findings can be explained by the mediating effects of individual differences in visuospatial working memory. The current study confirmed the modality effect, showing superiority of dual-modality over single modality. Results revealed a significant interaction between visuospatial working memory and modality by retention, but no such interaction was obtained for problem solving. It was found that learners with low visuospatial working memory scored higher on retention in dual modality than these in single modality. Interestingly, no differences were found for learners with high visuospatial working memory on retention in both single- and dual-modality conditions. The findings may explain for whom the modality effect works in relation to retention. Finally, the analysis showed no association between modality conditions and subtypes of cognitive load, that is, extraneous and germane cognitive load.","Journal Article","10.1111/jcal.12519","<Go to ISI>://WOS:000600344100001",{"$nulls":4},"0266-4909",null,"Greenberg, Kevin/0000-0001-8242-12870","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.98689814815,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_gale_infotracacademiconefile_A661501040"]
["Digital Story Map Learning for STEM Disciplines","Groshans, Garth and Mikhailova, Elena and Post, Christopher and Schlautman, Mark and Carbajales-Dale, Patricia and Payne, Kayla","Education Sciences","2019","ISI Web of Science",null,"9","Modern technological advances and trends require new pedagogy and delivery of mapping materials to prepare the future workforce in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) for an increasingly technology-dominated society. The purpose of this study was to develop an Environmental Systems Research Institute (ESRI) Story Map Soil Forming Factors: Climate for multiple STEM disciplines based on the design guidelines from the Cognitive Theory of Multimedia Learning (CTML). The study incorporated a two-group post-test only design that utilized multiple methods of analysis, including a quality assessment of the ESRI Story Map using the five principles of effective storytelling, direct quantitative measures of learning (quiz), and surveys of participants' perceptions (PowerPoint presentation versus ESRI Story Map) using Qualtrics(TM). Survey results were summarized by gender, academic classification (year), and academic major program. The newly developed ESRI Story Map was an effective teaching tool as demonstrated by quiz scores and students' positive responses. Post-testing scores indicated that ESRI Story Maps were an effective way to learn and were viewed as effective as traditional teaching methods (e.g., PowerPoint). Additionally, students reported feeling comfortable using ESRI Story Maps. These positive responses were consistent by gender, major, and academic classification (year). This research indicates that adding audio may improve the use of this ESRI Story Map for educational concept delivery. Empirical studies such as this that include multifaceted quantitative and qualitative assessments are critical to understanding the benefits of new types of multimedia learning in an educational setting.","Journal Article","10.3390/educsci9020075","<Go to ISI>://WOS:000475301900009",{"$nulls":6},"Carbajales-Dale, Patricia/0000-0002-5225-1931; Payne, Kayla/0000-0002-2430-1524; Schlautman, Mark/0000-0001-6522-43456","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.9871875,"vbetancur21","vbetancur21","Accepted","https://www.mdpi.com/2227-7102/9/2/75/htm"]
["Development of an interactive e-learning software \"Histologie fur Mediziner\" for medical histology courses and its overall impact on learning outcomes and motivation","Drees, Christina and Ghebremedhin, Estifanos and Hansen, Miriam","Gms Journal for Medical Education","2020","ISI Web of Science",null,"37","Objective: To develop and evaluate an interactive histology learning software for medical students in the preclinical study phase. The educational design of the software was based on current learning theory models, such as the Cognitive load theory, Cognitive theory of multimedia learning, and the ARCS model, so that the acquired knowledge can be repeated using a diversified design. Moreover, the learning effects achieved by using the software shall be evaluated. Apart from the software's usability, the influence of the learning theory principles on the students' motivation shall be assessed. Methodology: The software was evaluated using an experimental wait list control group with a pre-/post-test design (n=213). Depending on the group they were assigned to, students learned the histology contents of chapter \"Liver, gall bladder, pancreas\" using the traditional program of the Goethe University (n=65), the new interactive software (n=56), or without any of the two software versions (n=92). The influence of the different learning aids on the acquisition of knowledge was assessed with three questionnaires comprising four different multiple choice questions each. For the evaluation of the usability and motivational factors, a second test was added to the questionnaire of both software versions. Results: The interactive software was rated significantly better with regard to usability and motivational aspects than the traditional learning program (F(7, 113)=12.48, p<.001, partial eta(2)=.436). Moreover, use of the interactive software resulted in a significant increase of knowledge acquisition as compared to the group of students who had learned without any of the two software versions (0.77, p=.001). Conclusion: With regard to the histology contents, usability was comparable to the official learning program. Interactive elements and the educational design contributed to an increase of the factors that are essential for intrinsic motivation. Thus, our program can be valuable tool to supplement the curriculum as an additional service.","Journal Article","10.3205/zma001328","<Go to ISI>://WOS:000526276400008",{"$nulls":4},"2366-5017",null,"5","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.990428240744,"vbetancur21","vbetancur21","Accepted","https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7291388/"]
["Evaluation and Lessons Learned From the Development and Implementation of an Online Prenatal Nutrition Training for EFNEP Paraprofessionals","Chlipalski, Micheline and Baker, Susan and Olson, Beth and Auld, Garry","Journal of Nutrition Education and Behavior","2019","ISI Web of Science","749-757","51","Objective: Design, implement, and evaluate the effectiveness of a video-based online training addressing prenatal nutrition for paraprofessional peer educators. Methods: Quasi-experimental pre-posttest study with 2 groups of paraprofessionals working for the Expanded Food and Nutrition Education Program in 17 states and US territories: intervention (n = 67) and delayed intervention comparison group (n = 64). An online training was systematically developed using Smith and Ragan's instructional design model, the Cognitive Theory of Multimedia Learning, principles of adult learning, and selected constructs of the Social Cognitive Theory. Changes in knowledge, identification of inappropriate teaching practices, and self-efficacy, were assessed. Within- and between-group comparisons were done using ANCOVA. Results: The intervention group scored significantly higher (P < .05) in all evaluations compared with preassessments and the comparison group. After delayed intervention, the comparison group scored significantly higher (P < .05) than in preassessments. Paraprofessionals reacted positively to future online trainings and were interested in them. Conclusions and Implications: A video-based online training is an effective method to complement in-person trainings to prepare paraprofessionals to teach nutrition lessons.","Journal Article","10.1016/j.jneb.2018.11.013","<Go to ISI>://WOS:000470245000012",{"$nulls":4},"1499-4046",null,"baker, susan/AAF-4458-2021baker, susan/0000-0002-7671-51042","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.992951388886,"vbetancur21","vbetancur21","Accepted","https://www.sciencedirect.com/science/article/pii/S1499404619300065?casa_token=sqkbQkNzRCMAAAAA:whKbJ3LD2D1ctHza6pQQjsKPQG6C-7mix1x_UIUGZvNE4kVlSs-HPEZv0aGAZdgX4edAByQ-LIQ"]
["Effects of digital game-based learning on achievement, flow and overall cognitive load","Chang, Chi-Cheng and Warden, Clyde A. and Liang, Chaoyun and Lin, Guan-You","Australasian Journal of Educational Technology","2018","ISI Web of Science","155-167","34","The purpose of this study was to examine differences in learning achievement, flow, and overall cognitive load between digital game-based learning (DGBL) and traditional computer-based learning (CBL). This study was conducted with 103 Taiwan college students: 50 college students in the experimental group used DGBL; 53 students in the control group used CBL. Results show the DGBL participants displayed significantly better learning achievement, flow, and lower cognitive load compared to the CBL participants. Learning achievement and flow exhibit a positive correlation, while negatively correlating with overall cognitive load. These results align with the existing research concepts of flow theory, cognitive theory of multimedia learning, and cognitive load theory.","Journal Article","10.14742/ajet.2961","<Go to ISI>://WOS:000444590900012",{"$nulls":4},"1449-5554",null,"Warden, Clyde/0000-0002-5736-31078","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.99335648148,"vbetancur21","vbetancur21","Accepted","https://ajet.org.au/index.php/AJET/article/view/2961/1537"]
["Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load","Castro-Alonso, Juan C. and de Koning, Bjorn B. and Fiorella, Logan and Paas, Fred","Educational Psychology Review","2021","ISI Web of Science",null,null,"Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and drawings to complement texts); (b) the split-attention effect or spatial contiguity principle (show texts contiguously or integrated with visualizations); (c) the redundancy effect, alike the coherence principle (remove nonessential learning information); (d) the signaling principle (cue or signal essential learning information); and (e) the transient information effect or segmenting principle (segment or control the pace of animations and videos). Usually, both cognitive theories have investigated solutions that instructors, teachers, and designers should pursue to optimize students' learning. Here, in a novel approach, we show that these strategies can also be used by learners who want to self-manage their cognitive load and learning process. We provide several examples of both instructor- and learner-managed solutions aligned with these strategies. When assessing which agent, either the instructor or the learner, was most effective, we observed mixed results in the literature. However, the expertise reversal effect may help predict the direction of these effects: novice students may learn better under instructor-managed conditions, whereas more expert students may learn more under learner-managed conditions.","Journal Article","10.1007/s10648-021-09606-9","<Go to ISI>://WOS:000626804900001",{"$nulls":4},"1040-726X",null,"Castro-Alonso, Juan Cristobal/0000-0003-3186-37174","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.99428240741,"vbetancur21","vbetancur21","Accepted","https://link.springer.com/article/10.1007/s10648-021-09606-9"]
["Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students' Written Explanations","Burkhart, Christian and Lachner, Andreas and Nueckles, Matthias","Journal of Educational Psychology","2021","ISI Web of Science","998-1023","113","Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students' writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (i.e., text, graphic), which may increase cognitive load. By applying principles of multimedia learning, in two experiments, we investigated whether interrepresentational signaling and spatial contiguity would have differential effects on students' subsequent writing performance and on the processing of the graphical feedback. In Experiment 1, students wrote an expository text and either received conventional concept-map feedback, correspondence-enhanced concept-map feedback with interrepresentational signaling, spatially contiguous feedback, or no feedback during text revision. Regarding local cohesion, we found that students profited most when they received spatially contiguous feedback. Contrarily, correspondence-enhanced concept-map feedback was most effective for improving global cohesion. In Experiment 2, we examined the attentional processes while using correspondence-enhanced concept-map feedback versus conventional concept-map feedback by means of eye-tracking. Students receiving correspondence-enhanced concept-map feedback had longer fixation times on the concept-maps, more transitions between their text and the concept-map and were more efficient in improving their text for global cohesion than students receiving concept-maps without signaling. The findings suggest that interrepresentational signaling and spatial contiguity differentially contributed to students' writing. Therefore, choosing the adequate format of instructional support plays a critical role in scaffolding students' writing.","Journal Article","10.1037/edu0000607","<Go to ISI>://WOS:000683461500009",{"$nulls":4},"0022-0663",null,"Nueckles, Matthias/0000-0001-9924-58060","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.64696759259,44529.997824074075,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_proquest_journals_2561965471"]
["An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory","Lai, A.-F. and Chen, C.-H. and Lee, G.-Y.","British Journal of Educational Technology","2019","Scopus","232-247","50","Reading has been regarded as a medium for learning science, revealing the importance of enhancing learners’ reading competence in science education. The critical features of science texts are their multiple representations, such as text and visual elements, which assist the representation of science concepts. A multimedia learning environment can present relevant materials in various formats and help students to process the materials in meaningful ways, for example, by integrating learning materials with relevant prior concepts, and organizing them into a consistent and coherent cognitive structure. However, some issues with multimedia instructional design have been proposed, such as students’ cognitive load and learning motivations. In this study, an augmented reality-based science learning system was developed based on the contiguity principle of multimedia learning in order to promote students’ science learning. Moreover, an experiment was conducted on a natural science course in an elementary school to assess the effectiveness of the implemented system on students’ learning. The experimental results display that the students learning with this approach found made significant gains in their learning achievements and motivations compared to those learning science with conventional multimedia science learning; moreover, their perceptions of extraneous cognitive load were significantly reduced during the learning activity. © 2018 British Educational Research Association","Article","10.1111/bjet.12716","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057014859&doi=10.1111%2fbjet.12716&partnerID=40&md5=f0432639a05e252806b04d02f0f1c060",null,null,"Augmented reality;  Computer aided instruction;  E-learning;  Motivation;  Students, Cognitive load theory;  Cognitive structures;  Instructional designs;  Learning achievement;  Learning motivation;  Multi-media learning;  Multiple representation;  Reading performance, Learning systems","Blackwell Publishing Ltd",null,"English","cited By 30","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44530.00215277778,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_gale_infotracacademiconefile_A570673449"]
["Development of an interactive e-learning software “histologie für mediziner” for medical histology courses and its overall impact on learning outcomes and motivation [Entwicklung der interaktiven e-learning-software „histologie für mediziner“ – einfluss auf den lernerfolg und die motivation von studierenden im kursus der mikroskopischen anatomie]","Drees, C. and Ghebremedhin, E. and Hansen, M.","GMS Journal for Medical Education","2020","Scopus",null,"37","Objective: To develop and evaluate an interactive histology learning software for medical students in the preclinical study phase. The educational design of the software was based on current learning theory models, such as the Cognitive load theory, Cognitive theory of multimedia learning, and the ARCS model, so that the acquired knowledge can be repeated using a diversified design. Moreover, the learning effects achieved by using the software shall be evaluated. Apart from the soft-ware’s usability, the influence of the learning theory principles on the students’ motivation shall be assessed. Methodology: The software was evaluated using an experimental wait list control group with a pre-/post-test design (n=213). Depending on the group they were assigned to, students learned the histology contents of chapter “Liver, gall bladder, pancreas” using the traditional program of the Goethe University (n=65), the new interactive software (n=56), or without any of the two software versions (n=92). The influence of the different learning aids on the acquisition of knowledge was assessed with three questionnaires comprising four different multiple choice questions each. For the evaluation of the usability and motivational factors, a second test was added to the questionnaire of both software versions. Results: The interactive software was rated significantly better with regard to usability and motivational aspects than the traditional learning program (F(7, 113)=12.48, p&lt;.001, partial η2=.436). Moreover, use of the interactive software resulted in a significant increase of knowledge acquisition as compared to the group of students who had learned without any of the two software versions (0.77, p=.001). Conclusion: With regard to the histology contents, usability was compar-able to the official learning program. Interactive elements and the educational design contributed to an increase of the factors that are essential for intrinsic motivation. Thus, our program can be valuable tool to supplement the curriculum as an additional service. © 2020 Drees et al.","Article","10.3205/zma001328","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083706348&doi=10.3205%2fzma001328&partnerID=40&md5=2b0ecc94dae70ed2d372f2a9252a2733",null,null,"adolescent;  adult;  curriculum;  education;  female;  histology;  human;  male;  medical education;  medical student;  motivation;  procedures;  psychology;  questionnaire, Adolescent;  Adult;  Curriculum;  Education, Distance;  Education, Medical;  Female;  Histology;  Humans;  Male;  Motivation;  Students, Medical;  Surveys and Questionnaires","German Medical Science GMS Publishing House",null,"English; German","cited By 5","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44530.00263888889,"vbetancur21","vbetancur21","Accepted(duplicado)","https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7291388/"]
["Student perceptions towards the usage of AR-supported STEMUP application in mobile courses development and its implementation into English learning","Lin, H.-Y. and Tsai, S.-C.","Australasian Journal of Educational Technology","2021","Scopus","88-103","37","This study investigated the use of an augmented reality (AR) -supported application called STEMUP to develop mobile English courses on Android and iOS smartphones. It focused on vocabulary and listening and speaking skills, in an initial assessment of the effectiveness of implementing AR-based mobile English courses. The study was conducted with English major sophomores who took an elective course, Design and Practice of Mobile Learning, at a technology university in Taiwan. A preliminary curriculum was prepared for integrating STEMUP into English courses in which students would not only learn how to develop AR-based mobile English courses but also practise target English skills with two assigned English courses on STEMUP. The results from the student questionnaire indicated that the layout design of the student-generated AR-based mobile English courses complied with several of Mayer’s principles of multimedia learning and that the focus on learning with the mobile English courses met Chapelle’s seven suggested criteria for the development of multimedia computer-assisted language learning. The students of English as a foreign language responded that STEMUP was an easy application for developing AR-based mobile English courses and that learning with the assigned AR-based mobile English courses was interesting and motivational. © Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.","Article","10.14742/ajet.6125","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112633005&doi=10.14742%2fajet.6125&partnerID=40&md5=90024a729008e2a65aacaf7d7cc63018",{"$nulls":3},"Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)",null,"English","cited By 1","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44530.005625,"vbetancur21","vbetancur21","Accepted","https://ajet.org.au/index.php/AJET/article/view/6125/1692"]
["Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes","Cojean, S. and Jamet, E.","British Journal of Educational Technology","2021","Scopus",null,null,"Learning from videos is becoming an important part of educational activities, but video content may be difficult to process, mainly because its organization is not very salient in this medium. The learner's organization process should be enhanced by (1) displaying the structure (ie, table of contents) in the video-based environment, and (2) proposing interactivity tools (interactive table of contents and cued timeline) to use this structure in a more efficient way. A total of 57 participants (higher education students) were divided into three groups (no table of contents, table of contents, and interactive table of contents) to assess the effects of displaying a structure on learning outcomes and behaviours. Results showed that tables of contents boosted topic recall, and interactivity allowed learners to perform more relevant reviewing behaviours. However, reviewing behaviours appear to be broadly timeline-driven, and learners did not actively use the interactive table of contents. No significant effect was found on other learning outcomes (ie, content memorization and comprehension). One suggestion is that a table of contents, especially when it is interactive, can be an organizational aid during the construction of a mental model, but learners may underestimate its usefulness. Practitioner notes What is already known about this topic Educational videos are increasingly being used for learning According to the cognitive theory of multimedia learning, organizing incoming information is essential for learning In written documents, a table of contents may serve as an organizational aid In information-seeking tasks, an interactive table of contents improves localization. What this paper adds Adding a table of contents to a video may promote topic recall, but not content learning. An interactive table of contents may enhance consultation strategies (eg, reviewing information). Learners tend to use timelines, rather than tables of contents, to navigate videos. Implications for practice When designing an educational video, adding an interactive table of contents may enhance the quality of learning. Different strategies seem to be employed by learners, with some of them displaying no reviewing behaviours at all. Learners may underestimate the usefulness of the table of contents, so it may be necessary to encourage then to use it. © 2021 British Educational Research Association","Article","10.1111/bjet.13164","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114921997&doi=10.1111%2fbjet.13164&partnerID=40&md5=da58e614d920de502ab112675437ddd9",null,null,"Education;  Educational technology, Cognitive theory of multimedia learning;  Educational activities;  Educational videos;  Higher education students;  Information seeking;  Interactive tables;  Learning from videos;  Quality of learning, Education computing","John Wiley and Sons Inc",null,"English","cited By 0","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44530.00645833334,"vbetancur21","vbetancur21","Accepted","https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_hal_primary_oai_HAL_hal_03375836v1"]
["Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking","Dirkx, K.J.H. and Skuballa, I. and Manastirean-Zijlstra, C.S. and Jarodzka, H.","Instructional Science","2021","Scopus","589-605","49","The use of computer-based tests (CBTs), for both formative and summative purposes, has greatly increased over the past years. One major advantage of CBTs is the easy integration of multimedia. It is unclear, though, how to design such CBT environments with multimedia. The purpose of the current study was to examine whether guidelines for designing multimedia instruction based on the Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) will yield similar effects in CBT. In a within-subject design, thirty-three vocational students completed a computer-based arithmetic exam, in which half of the items were presented in an original design format, and the other half was redesigned based on the CTML principles for instructional design (i.e., adapted format). Results showed that applying CTML principles to a CBT decreased the difficulty of the test items, i.e., students scored significantly higher on the adapted test items. Moreover, eye-tracking data showed that the adapted items required less visual search and increased attention for the question and answer. Finally, cognitive load, measured as silent pauses during a secondary think-aloud task, decreased. Mean fixation duration (a different indicator of cognitive load), however, did not significantly differ between adapted and original items. These results indicate that applying multimedia principles to CBTs can be beneficial. It seems to prevent cognitive overload and helps students to focus on important parts of the test items (e.g., the question), leading to better test results. © 2021, The Author(s).","Article","10.1007/s11251-021-09542-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114111545&doi=10.1007%2fs11251-021-09542-9&partnerID=40&md5=3707508813a4cde376a526a008bc88bc",{"$nulls":3},"Springer Science and Business Media B.V.",null,"English","cited By 1","RA1-4: La investigación busca validar una modelo, solución, estrategia o método basado desde la aplicación de la Teoría Cognitiva (TCAM) ",44516.645682870374,44530.006736111114,"vbetancur21","vbetancur21","Accepted","https://link.springer.com/article/10.1007/s11251-021-09542-9"]
["Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis","Noetel, M. and Griffith, S. and Delaney, O. and Harris, N.R. and Sanders, T. and Parker, P. and del Pozo Cruz, B. and Lonsdale, C.","Review of Educational Research","2021","Scopus",null,null,"Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalization, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators. © 2021 AERA.","Article","10.3102/00346543211052329","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117833790&doi=10.3102%2f00346543211052329&partnerID=40&md5=31ffb400c5a2c901c32d82ce0c3fb996",{"$nulls":3},"SAGE Publications Inc.",null,"English","cited By 0","RA1-8: Es revisión sistemática de la información en microlearning, competencias digitales o TCAM.",44516.645682870374,44529.75545138889,"vbetancur21","vbetancur21","Accepted (no disponible en bases USAL)","Importante revisar ya que es revisión sistemática y valida varios principios de la TCAM: https://brumario.usal.es/permalink/34BUC_USAL/edmht/cdi_crossref_primary_10_3102_00346543211052329"]

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["article","Autores","Título","Año publicación","Revista","Región","Temáticas centrales","Aporte central","Área del conocimiento de la aplicación","Tipo de estrategia de formación","Comentarios y observaciones (tipo de métodología)","Referencias teóricas clave","Cantidad de citaciones"]
["Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking","Dirkx, K.J.H. and Skuballa, I. and Manastirean-Zijlstra, C.S. and Jarodzka, H.","Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking","2021","Instructional Science","Europa","TCAM","Valida una solución","Educación","Valida el uso de los principios de la TCAM en el diseño de ítems de evaluación para favorecer su comprensión y el rendimiento de los estudiantes.","Diseño experimental con grupo control. Aplican prueba de carga cognitiva y de seguimiento ocular.",null,"2"]
["Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis","Noetel, M. and Griffith, S. and Delaney, O. and Harris, N.R. and Sanders, T. and Parker, P. and del Pozo Cruz, B. and Lonsdale, C.","Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis","2021","Review of Educational Research","Europa","TCAM","Revisión bibliográfica","Educación, TIC","RSL actualizada que valida los efectos de la mayor parte de los principios de la TCAM. Muy importante su uso.","RSL completa",null,"6"]
["Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes","Cojean, S. and Jamet, E.","Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes","2021","British Journal of Educational Technology","Europa","TCAM","Discute la temática","Educación","Buscan validar el efecto del uso de tablas de contenido interactivas en el uso de video educativo. No logran detectar un efecto signitivaftivo en el uso de este.","Diseño experimental, con tres grupos, uno con video plano, otro con video y tabla de contenido aparte,  y otro con video y tabla de contenido interactiva. Aplican test de presaberes y evaluación de conocimiento al final.",null,"0"]
["Student perceptions towards the usage of AR-supported STEMUP application in mobile courses development and its implementation into English learning","Lin, H.-Y. and Tsai, S.-C.","Student perceptions towards the usage of AR-supported STEMUP application in mobile courses development and its implementation into English learning","2021","Australasian Journal of Educational Technology","Asia","TCAM","Valida una solución","Educación","Diseñan una app con RA que aplica varios principios de la TCAM validando su efectividad para el aprendizaje de idiomas","Diseño experimental, aplican test disgnóstico de nivel de inglés, tareas basadas en la app y encuesta final de percepción.",null,"3"]
["Creating an online Russian as a foreign language course during the covid-19 epidemic","Berardi, S.","Creating an online Russian as a foreign language course during the covid-19 epidemic","2021","Russian Language Studies","Asia","TCAM","Discute la temática","Artes y humanidades, Educación","El estudio buscó el diseño de una estrategia b-learning para la enseñanza del ruso. Entre sus estrategias consideró el diseño de materiales a partir de los principios del la TCAM","No logra una validación o puesta a prueba de los principios, solo los utiliza como referente para el diseño.","Clark, R.C., & Mayer, R.E. (2011). E-learning and the science of instruction. Proven guide-lines for consumers and designers of multimedia learning. 3rd edition. San Francisco, CA, Wiley.","2"]
["EFFECT OF INTERACTIVE VIDEO LENGTH WITHIN E-LEARNING ENVIRONMENTS ON COGNITIVE LOAD, COGNITIVE ACHIEVEMENT AND RETENTION OF LEARNING","Kamal AFIFY, M.","Effect of interactive video length within e-learning environments on cognitive load, cognitive achievement and retention of learning","2019","Turkish Online Journal of Distance Education","Asia","TCAM","Discute la temática, Metodología replicable, Valida una solución","Artes y humanidades, Educación","Videos interactivos cortos, medianos y largos","Valida que los videos interactivos cortos, a modo de cápsulas de aprendizaje favorecen el efectivo aprendizaje","Rudolph, M. (2017). Cognitive theory of multimedia learning. Journal of Online Higher Education, 1(2), 1-10.\nMayer, R. , Pilegard, C. (2014). Principles for managing essential processing in multimedia Learning: Segmenting, pre-training, and modality principles. The Cambridge Handbook of Multimedia Learning (2nd ed.), Cambridge University Press, Cambridge (2014), pp. 316-344","12"]
["Digital simulations for grade 7 to 10 mathematics","de las Peñas, M.L.A.N. and Verzosa, D.M.B. and Aberin, M.A.Q. and Garces, L.P.D.M. and Francisco, F.F. and Bautista, E.P. and Tolentino, M.A.C. and Tabares, W.C.","Digital simulations for grade 7 to 10 mathematics","2019","Philippine Journal of Science","Asia","TCAM","Valida una solución",null,"Valida una estrategia de formación en matemáticas a través de app diseñadas a partir de los TCAM","Diseño descriptivo.",null,"1"]
["How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements","Almasseri, M. and AlHojailan, M.I.","How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements","2019","Journal of Computer Assisted Learning","Asia","TCAM","Metodología replicable, Valida una solución","Educación, Ingeniería, industria y construcción","Valida una solución de diseño de aula invertida fundamentada en la TCAM","Diseño cuasi-experimental. Alcance descriptivo. Pre y post test. Retomar esta metodología para desarrollar la investigación.","Chandler, P. y Sweller, J. ( 1991 ). Teoría de la carga cognitiva y el formato de instrucción . Cognición e Instrucción , 8 ( 4 ), 293 – 332 .\nMayer, RE ( 2017 ). Uso de multimedia para e-learning . Revista de aprendizaje asistido por computadora , 33 ( 5 ), 403 – 423 .https://doi-org.ezproxy.usal.es/10.1111/jcal.12197","15"]
["Interactive multimedia learning based on mobile learning for computer assembling subject using the principle of multimedia learning (Mayer)","Werdiningsih, T. and Triyono, M.B. and Majid, N.W.A.","Interactive multimedia learning based on mobile learning for computer assembling subject using the principle of multimedia learning (Mayer)","2019","International Journal of Advanced Science and Technology","Asia","TCAM","Valida una solución","Ingeniería, industria y construcción","Valida una estrategia de aprendizaje móvil diseñado a partir de los principios del TCAM en enseñanza de ingeniería","Método de Investigación y Desarrollo (I+D). Modelo ADDIE",null,"11"]
["An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory","Lai, A.-F. and Chen, C.-H. and Lee, G.-Y.","An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory","2019","British Journal of Educational Technology","Asia","TCAM","Valida una solución","Educación","Utilizan RA enriquecida con el principio de contiguidad, frente a la enseñanza multimedia tradicional. Validan la importancia del RA en la motivación y carga cognitiva","Diseño experimental con grupo control, pretest y pos-test. Aplican instrumento de medición de la motivación y de medición de la carga cognitiva, así como entrevista aleatoria a participantes.",null,"91"]
["Integrating animations in Chinese character writing based on Cognitive Theory of Multimedia Learning to promote students' writing skills","Tin, T.G. and Atan, N.A. and Said, M.N.N.H.B. and Ali, M.F. and Mohd, S. and Hamid, M.Z.A.","Integrating animations in Chinese character writing based on Cognitive Theory of Multimedia Learning to promote students' writing skills","2018","International Journal of Interactive Mobile Technologies","Asia","TCAM","Metodología replicable, Valida una solución","Artes y humanidades","Aprendizaje virtual basado en material multimedia diseñado bajo los principios del TCAM para aprender Chino","La metodología es pre-experimental, con diseño de pre y post test, de muy sencilla implementación. Muestra muy pequeña-.",null,"11"]
["Exploring Dysphasia Learners' Vocabulary Acquisition through the Cognitive Theory of Multimedia Learning: An Experimental Study","Aravind, B. R. and Rajasekaran, V.","Exploring Dysphasia Learners' Vocabulary Acquisition through the Cognitive Theory of Multimedia Learning: An Experimental Study","2021","International Journal of Emerging Technologies in Learning","Asia","TCAM","Metodología replicable, Valida una solución","Educación","Valida una estrategia de formación en inglés diseñada desde los principios del TCAM.","Diseño experimental. Grupo control y experimental. Pre-test, test de retención y post-test.",null,"2"]
["Animation as a dynamic visualization technique for improving process model comprehension","Aysolmaz, Banu and Reijers, Hajo A.","Animation as a dynamic visualization technique for improving process model comprehension","2021","Information & Management","Europa","TCAM","Metodología replicable, Valida una solución","Ingeniería, industria y construcción, TIC","Valida el uso de animaciones como estrategia para presentar procesos de forma clara en el campo de la ingeniería.","Diseño experimental (grupo control sin animación, grupo experimental se expone a animaciones). Finalizan con la misma tarea a ejecutar.","T. Seufert  La interacción entre la autorregulación en el aprendizaje y la carga cognitiva. \nA. Renkl , IT Skuballa , R. Schwonke , N. Harr , J. Leber Los efectos de las evaluaciones rápidas y las indicaciones adaptativas de reestudio en el aprendizaje multimedia","3"]
["Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students' Written Explanations","Burkhart, Christian and Lachner, Andreas and Nueckles, Matthias","Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students' Written Explanations","2021","Journal of Educational Psychology","Europa","TCAM","Valida una solución","Educación","Experimentan con el uso de una herramienta de revisión de la cohesión en la escritura, al enriquecer la retroalimentación que ofrece con los efectos de los principios de señalización y contiguidad, mostrando mejores resultados en los estudiantes.","Diseño experimental. Realizan dos experimentos en los que exponen a un grupo experimental al uso de la herramienta enriquecida frente a un grupo control.",null,"3"]
["Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load","Castro-Alonso, Juan C. and de Koning, Bjorn B. and Fiorella, Logan and Paas, Fred","Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load","2021",null,"Latinoamérica","TCAM","Revisión bibliográfica","Educación","Revisa cinco problemas y estrategias que se pueden aplicar desde el uso de cinco principios de la TCAM desde la perspectiva del docente y de la del estudiante","Revisión de literatura",null,"15"]
["Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis","Castro-Alonso, Juan C. and Wong, Rachel M. and Adesope, Olusola O. and Paas, Fred","Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis","2021","Educational Psychology Review","Latinoamérica","TCAM","Discute la temática, Metodología replicable, Revisión bibliográfica, Valida una solución","Educación, TIC","Uso de agentes educativos para la enseñanza","Las fuentes bibliográficas son clave","Mayer, RE, Fiorella, L. y Stull, A. (2020). Cinco formas de aumentar la eficacia del video instructivo. Investigación y desarrollo de tecnología educativa, 68 (3), 837–852. https://doi.org/10.1007/s11423-020-09749-6\nMayer, RE y Fiorella, L. (2014). Principios para reducir el procesamiento superfluo en el aprendizaje multimedia: Principios de coherencia, señalización, redundancia, contigüidad espacial y contigüidad temporal. En RE Mayer (Ed.), The Cambridge handbook of multimedia learning (2ª ed., págs. 279–315). Nueva York: Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.015 .","7"]
["Comparison of the impacts of different multimodalities on incidental L2 vocabulary learning","Cekic, Ahmet and Demirezen, Mehmet","Comparison of the impacts of different multimodalities on incidental L2 vocabulary learning","2021","Moderna Sprak","Europa","TCAM","Metodología replicable, Valida una solución","Artes y humanidades, Educación","Valida una forma de combinar recursos multimedia para la enseñanza de idiomas, sustentando que el uso de texto más escucha es significativamente más relevante que usar solo lectura, o solo lectura mas ver (imagen)",null,"Chan, Kit Y., Claire Lyons, Lo L. Kon, Katelyn Stine, Melissa Manley y Anthony Crossley (2020), “Efecto del texto en pantalla en el aprendizaje multimedia con narración con acento nativo y extranjero”, Aprendizaje e instrucción. 67 (10):101305"]
["Effects of digital game-based learning on achievement, flow and overall cognitive load","Chang, Chi-Cheng and Warden, Clyde A. and Liang, Chaoyun and Lin, Guan-You","Effects of digital game-based learning on achievement, flow and overall cognitive load","2018","Australasian Journal of Educational Technology","Asia","TCAM","Valida una solución","Educación","Compara los efectos de utilizar una enseñanza basada en el computador a una basada en el juego digital. Valida la vigencia de los principios de redundancia y modalidad de la TCAM","Diseño experimental, grupo control experimental. Test de presaberes, de carga cognitiva y de flujo.",null,"42"]
["Development of an interactive e-learning software \"Histologie fur Mediziner\" for medical histology courses and its overall impact on learning outcomes and motivation","Drees, Christina and Ghebremedhin, Estifanos and Hansen, Miriam","Development of an interactive e-learning software \"Histologie fur Mediziner\" for medical histology courses and its overall impact on learning outcomes and motivation","2020","Gms Journal for Medical Education","Europa","TCAM","Valida una solución","Salud y bienestar","Valida las ventajas en el aprendizaje de la medicina, el uso de un software basado en el TCAM frente al uso de formatos tradicionales.","Diseño experimental, en una muestra pequeña, dos grupos control y uno experimental, con pruebas pre y post test.",null,"7"]
["Online university education during the COVID-19 pandemic. How efficient are the adapted instruction models?","Dulama, Maria Eliza and Ilovan, Oana-Ramona","Online university education during the COVID-19 pandemic. How efficient are the adapted instruction models?","2020","Journal of Educational Sciences & Psychology","Europa","TCAM","Valida una solución","Ciencias sociales","Diseño de estrategia para enseñanza de la geografía a partir de métodos instruccionales orientados por el TCAM y su aplicación al uso de fotografías para favorecer el aprendizaje.","No resulta muy clara la metodología utilizada.",null,"10"]
["\"Drawing\" your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology","Gansemer-Topf, Ann M. and Paepcke-Hjeltness, Verena and Russell, Ann E. and Schiltz, James","\"Drawing\" your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology","2021","Innovative Higher Education","Norte América","TCAM","Valida una solución","Ciencias naturales, matemáticas y exactas","Analiza el efecto de utilizar bocetos gráficos en el aprendizaje. Los resultados no dan un aporte significativo del TCAM a la estrategia.",null,null,"3"]
["Individual differences in visuospatial working memory capacity influence the modality effect","Greenberg, Kevin and Zheng, Robert and Gardner, Michael and Orr, Matthew","Individual differences in visuospatial working memory capacity influence the modality effect","2021","Journal of Computer Assisted Learning","Norte América","TCAM","Valida una solución","Educación","Validan la importancia del principio de modalidad en el diseño de recursos de aprendizaje.","Estudio experimental aplicado a una muestra de 74 estudiantes de educación. Utilizan dos tipos de materiales con modalidad dual y única y analizan las diferencias encontradas.",null,"6"]
["Digital Story Map Learning for STEM Disciplines","Groshans, Garth and Mikhailova, Elena and Post, Christopher and Schlautman, Mark and Carbajales-Dale, Patricia and Payne, Kayla","Digital Story Map Learning for STEM Disciplines","2019","Education Sciences","Norte América","TCAM",null,"Ciencias agropecuarias","Diseñan un recurso de mapa geográfico digital interactivo en ArcGis frente a uno en PPT, y validan que el primero ofrece una mejor experiencia de aprendizaje, que requiere ser enriquecido de acuerdo con el TCAM por la integración de audios.","Diseño experimental",null,"15"]
["COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation","Hadie, Siti Nurma Hanim and Tan, Vina Phei Sean and Omar, Norsuhana and Nik Mohd Alwi, Nik Aloesnisa and Lim, Hooi Lian and Ku Marsilla, Ku Ishak","COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation","2021","Frontiers in medicine","Asia","TCAM","Valida una solución","Salud y bienestar","Valida una solución de enseñanza en medicina basada en el desarrollo de conferencias cuyo diseño estaba orientado por los principios del TCAM. Los resultados validan el impacto significativo de esta estrategia en el aprendizaje.","Diseño experimental, un grupo de estudio con dos experiencias de aprendizaje, test de saberes previos y test de salida.",null,"3"]
["Investigating Modality, Redundancy and Signaling Principles with Abstract and Concrete Representation","Kutbay, Ekrem and Akpinar, Yavuz","Investigating Modality, Redundancy and Signaling Principles with Abstract and Concrete Representation","2020","International Journal of Education in Mathematics Science and Technology","Asia","TCAM","Valida una solución","Ingeniería, industria y construcción","Valida el uso de los principios de redundancia, señalización y modalidad en la enseñanza de la electricidad.","Estudio experimental con cuatro grupos control en los que se diseñaron diferentes materiales. Test de entrada y de salida.",null,"6"]
["Optimum input mode in the modality and redundancy principles for university ESL students' multimedia learning","Liu, Yinan and Jang, Bong Gee and Roy-Campbell, Zaline","Optimum input mode in the modality and redundancy principles for university ESL students' multimedia learning","2018","Computers & Education","Norte América","TCAM","Discute la temática","Ciencias naturales, matemáticas y exactas","El estudio busca validar la mejor opción de aplicación de los principios de modalidad y redundancia. El estudio concluye que no existen diferencias significativas entre usar imagen + texto, imagen + audio, o imagen + texto + audio","Estudio experimental con tres grupos de estudio a cada uno aplicando un instrumento pre test, test de retención y post test.",null,"23"]
["Multimedia Instructional Design Principles: Moving from Theoretical Rationale to Practical Applications","Mahajan, Rajiv and Gupta, Kapil and Gupta, Piyush and Kukreja, Sahiba and Singh, Tejinder","Multimedia Instructional Design Principles: Moving from Theoretical Rationale to Practical Applications","2020","Indian Pediatricsc","Asia","TCAM","Discute la temática","Salud y bienestar","Discuten la importancia para la educación médica el uso de los principios del TCAM en el diseño de materiales multimedia.","Revisión documental. Artículo que sintetiza los aportes conceptuales de Mayer al campo médico.",null,"4"]
["Visual storytelling for improving the comprehension and utility in disseminating information systems research: Evidence from a quasi-experiment","Mirkovski, Kristijan and Gaskin, James E. and Hull, David M. and Lowry, Paul Benjamin","Visual storytelling for improving the comprehension and utility in disseminating information systems research: Evidence from a quasi-experiment","2019","Information Systems Journal","Asia","TCAM","Valida una solución","Ciencias sociales","Valida el uso del video diseñado a partir de los principios del TCAM como alternativa para lograr una comprensión objetiva de conceptos de investigación en el área de sistemas de información.","Estudio cuasiexperimental con cuatro grupos de estudio: uno con texto del artículo, otro con video del artículo, otro con guion del video y otro con video y texto del artículo.",null,"4"]
["Is a Picture Worth a Thousand Words? Evaluating the Design of Instructional Animations in Veterinary Education","Noyes, Julie A. and Carbonneau, Kira J. and Gotch, Chad M. and Matthew, Susan M.","Is a Picture Worth a Thousand Words? Evaluating the Design of Instructional Animations in Veterinary Education","2020","Journal of Veterinary Medical Education","Norte América","TCAM","Discute la temática, Metodología replicable","Ciencias agropecuarias","Evalúa el uso de los principios del TCAM en el diseño de animnaciones de veterinaria. Resalta que solo se aplican 4 principios y que los expertos tienden a utilizar las animaciones que consideran más divertidas, y no las que cumplen con principios de diseño.","Estudio cuantitativo, de alcance descriptivo y basado en revisión de literatura.",null,"3"]
["What we learned from creating one of the world's most popular MOOCs","Oakley, Barbara A. and Sejnowski, Terrence J.","What we learned from creating one of the world's most popular MOOCs","2019","Npj Science of Learning","Norte América","TCAM","Discute la temática","Educación","Analizan cómo aplicaron los principios del TCAM en el diseño del MOOC más exitoso de los últimos años y agregan tres principios más para futuros estudios.","Metodología de estudio de caso de orden cualitativa",null,"24"]
["Learning Science in Immersive Virtual Reality","Parong, Jocelyn and Mayer, Richard E.","Learning Science in Immersive Virtual Reality","2018","Journal of Educational Psychology","Norte América","TCAM","Discute la temática, Metodología replicable, Valida una solución","Ciencias naturales, matemáticas y exactas, TIC","Realidad virtual basada en principios del TCAM","Este artículo es clave para el desarrollo metodológico del estudio","Toda la bibliografía requiere revisión","379"]
["Vocabulary learning and retention through multimedia glossing","Ramezanali, Nasrin and Faez, Farahnaz","Vocabulary learning and retention through multimedia glossing","2019","Language Learning & Technology","Norte América","TCAM","Discute la temática, Metodología replicable","Educación","Valida el uso de glosas únicas o duales como estrategia de formación. Concluye que las duales son más efectivas al atender al principio multimedia de Mayer.","Cuasi-experimental: un grupo control y tres experimentales. Cada grupo experimental se implementó un tipo de glosa diferente para comparar resultados a partir de pre test, pos test inmediato y post test diferido.",null,"41"]
["Development of a Web-Based Formative Self-Assessment Tool for Physicians to Practice Breaking Bad News (BRADNET)","Rat, Anne-Christine and Ricci, Laetitia and Guillemin, Francis and Ricatte, Camille and Pongy, Manon and Vieux, Rachel and Spitz, Elisabeth and Muller, Laurent","Development of a Web-Based Formative Self-Assessment Tool for Physicians to Practice Breaking Bad News (BRADNET)","2018","JMIR medical education","Europa","TCAM","Valida una solución","Salud y bienestar","Estrategia basada en los principios del TCAM para autoformar en habilidades para comunicar malas noticias en el área médica (enfermedades terminales, por ejemplo). Validan que el contenido entre menos interactivo y cargado de animaciones puede resultar más efectivo","Se concentra en el diseño basado en la revisión de procolos. Hasta el momento validan el diseño, pero aún no sacan conclusiones generales basadas en implementación concreta.",null,"8"]
["Images and teaching of Chemistry. Contributions of the Cognitive Theory of Multimedia LearningImágenes y enseñanza de la Química. Aportes de la Teoría Cognitiva del Aprendizaje Multimedia","Raviolo, Andrés","Images and teaching of Chemistry. Contributions of the Cognitive Theory of Multimedia Learning","2019","Educación química","Latinoamérica","TCAM","Discute la temática, Revisión bibliográfica, Valida una solución","Ciencias naturales, matemáticas y exactas","Valida una estrategia de formación en química sustentada en el uso de imágenes y palabras, sobre el uso de solo palabras o solo imágenes.",null,"Clark, R. y Lyons, C. (2011). Graphics for learning (2nd ed.). San Francisco: Pfeiffer. [ Links ]","19"]
["MATT: A Mobile Assisted Tense Tool for Flexible m-Grammar Learning Based on Cloud-Fog-Edge Collaborative Networking","Refat, Nadia and Rahman, Md Arafatur and Asyhari, A. Taufiq and Kassim, Hafizoah and Kurniawan, Ibnu Febry and Rahman, Mahbubur","MATT: A Mobile Assisted Tense Tool for Flexible m-Grammar Learning Based on Cloud-Fog-Edge Collaborative Networking","2020","Ieee Access","Asia","TCAM","Valida una solución","Artes y humanidades","Valida el diseño de la herramienta para móvil MATT para la enseñanza de tiempos verbales del inglés. La herramienta logra mantener la motivación y gestionar la carga cognitiva","Estudio basado en un solo grupo experimental al que se aplican tres test (de motivación, de carga cognitiva y de sistemas adaptativos)",null,"2"]
["A Meta-analysis of the Segmenting Effect","Rey, Guenter Daniel and Beege, Maik and Nebel, Steve and Wirzberger, Maria and Schmitt, Tobias H. and Schneider, Sascha","A Meta-analysis of the Segmenting Effect","2019","Educational Psychology Review","Europa","TCAM","Revisión bibliográfica, Valida una solución","Educación, TIC","Realiza una revisión sistemática para validar la función que cumple el principio de segmentación moderado por el conocimiento previo y el control del estudiante.",null,"Todas las fuentes con clave para la investigación","43"]
["Estimating the cognitive value of YouTube's educational videos: A learning analytics approach","Shoufan, Abdulhadi","Estimating the cognitive value of YouTube's educational videos: A learning analytics approach","2019","Computers in Human Behavior","Asia","TCAM","Metodología replicable, Valida una solución","Ingeniería, industria y construcción, TIC","Establece una medida de valor cognitivo para analizar videos de youtube. Propone una metodología muy completa para replicar en otras áreas de conocimiento",null,"La bibliografía es muy completa en el área de análisis de video educativo","89"]
["Testing the segmentation effect of multimedia learning in a biological system","Soicher, Raechel N. and Becker-Blease, Kathryn A.","Testing the segmentation effect of multimedia learning in a biological system","2020","Journal of Computer Assisted Learning","Norte América","TCAM","Metodología replicable, Valida una solución","Salud y bienestar","Compara los resultados de utilizar un contenido segmentado y otro continuo en dos grupos separados, sobre función renal. El resultado indica que solo genera beneficios en la retención de información pero no, en la transferencia de conocimiento.","Estudio experimental. Grupo control. Tres pruebas: de carga cognitiva, de retención y de transferencia.","Mayer, RE y Chandler, P. ( 2001 ). Cuando el aprendizaje está a solo un clic de distancia: ¿La simple interacción del usuario fomenta una comprensión más profunda de los mensajes multimedia? Revista de Psicología Educativa , 93 ( 2 ), 390 – 397 .https://doi-org.ezproxy.usal.es/10.1037/0022-0663.93.2.390\nMayer, RE y Moreno, R. ( 2003 ). Nueve formas de reducir la carga cognitiva en el aprendizaje multimedia . Psicóloga Educativa , 38 ( 1 ), 43 – 52 .https://doi-org.ezproxy.usal.es/10.1207/S15326985EP3801_6","4"]
["Transformation of a Face-to-Face Workshop into a Massive Open Online Course (MOOC): A Design and Development Case","Sommer, Max and Ritzhaupt, Albert D. and Muller, Keith E. and Glueck, Deborah H.","Transformation of a Face-to-Face Workshop into a Massive Open Online Course (MOOC): A Design and Development Case","2019","Journal of Formative Design in Learning","Norte América","Microlearning, TCAM","Metodología replicable, Valida una solución","Salud y bienestar","Analiza elementos fundamentales para el diseño de cursos tipo MOOC que pueden ser replicables al desarrollo de estrategias de microaprendizaje.",null,"Wiggins, G. y McTighe, J. (1998). Entendimiento por diseño. Alexandria, VA: Asociación para la Supervisión y Desarrollo Curricular.\nRichey, RC y Klein, JD (2005). Métodos de investigación del desarrollo: creación de conocimiento a partir del diseño instruccional y la práctica del desarrollo. Revista de informática en la educación superior, 16 (2), 23–38.","2"]
["Using transparent whiteboards to boost learning from online STEM lectures","Stull, Andrew T. and Fiorella, Logan and Gainer, Morgan J. and Mayer, Richard E.","Using transparent whiteboards to boost learning from online STEM lectures","2020","Computers & Education","Norte América","TCAM","Metodología replicable, Valida una solución","Ciencias naturales, matemáticas y exactas, Educación","Comparan el efecto en el aprendizaje del uso de pizarras transparentes y convencionales, sustentados en tres principios del TCAM.","Estudio experimental pre y pos test con grupo control, en el que aplican dos estrategias de pizarras y comparan datos. Implementan dos experimentos con diferencia temporal, uno con aplicación inmediata y otro con aplicación de instrumentos una semana después.",null,"33"]
["Does the Visual Appeal of Instructional Media Affect Learners' Motivation Toward Learning?","Tomita, Kei","Does the Visual Appeal of Instructional Media Affect Learners' Motivation Toward Learning?","2018","TechTrends","Norte América","TCAM","Metodología replicable, Valida una solución","Educación","Analiza el efecto de utilizar material atractivo, a diferencia de material minimalista","Estudio experimental pre y post en dos grupos con aplicación de experiencias en diferente orden",null,"14"]
["Does Augmented Reality Effectively Foster Visual Learning Process in Construction? An Eye-Tracking Study in Steel Installation","Wang, Ting-Kwei and Huang, Jing and Liao, Pin-Chao and Piao, Yanmei","Does Augmented Reality Effectively Foster Visual Learning Process in Construction?","2018","Advances in Civil Engineering","Asia","TCAM","Valida una solución","Ingeniería, industria y construcción","Compara el efecto del uso de estrategias de uso de papel, realidad aumentada y modelos físicos en ingeniería civil. Identifica mejores resultados en el uso de RA y modelos físicos.","Estudio experimental, con tres grupos de comparación. Aplica pre test y post test, así como herramientas para seguimiento ocular para medir la carga cognitiva.",null,"32"]
["Comparison of Animation and Static-picture based Instruction: Effects on Performance and Cognitive Load for Learning Genetics","Yang, Chi and Jen, Chun-Hui and Chang, Chun-Yen and Yeh, Ting-Kuang","Comparison of Animation and Static-picture based Instruction: Effects on Performance and Cognitive Load for Learning Genetics","2018","Educational Technology & Society","Asia","TCAM","Metodología replicable, Valida una solución","Ciencias naturales, matemáticas y exactas","Comparan el uso de animaciones al uso de imágenes, obteniendo que las animaciones reducen la carga cognitiva y favorecen más el aprendizaje.","Estudio cuantitativo con diseño experimental pre y post test. Aplican cuestionario de entrada en habilidades generales igual para todos los participantes, así como el rpre test de conocimento, posterior un test de conocimiento y de percepción de carga cognitiva.",null,"17"]

{"sheet":"Tabulaciones","index":4,"n_rows":138,"n_cols":4,"rows_kept":138,"flags":["formulas_cached_only"]}
[]
[]
[]
[null,"Año publicación","Total"]
[null,"2021",14]
[null,"2020",8]
[null,"2019",13]
[null,"2018",8]
[]
[]
[]
[]
[null,"Área del conocimiento de la aplicación","Total"]
[null,"Educación",20]
[null,"Ciencias naturales, matemáticas y exactas",6]
[null,"TIC",6]
[null,"Ingeniería, industria y construcción",6]
[null,"Salud y bienestar",6]
[null,"Artes y humanidades",5]
[null,"Ciencias agropecuarias",2]
[null,"Ciencias sociales",2]
[]
[]
[]
[null,"Región","Total"]
[null,"Asia",18]
[null,"Norte América",12]
[null,"Europa",10]
[null,"Latinoamérica",3]
[]
[]
[]
[]
[]
[null,"Revista","Total"]
[null,"Journal of Computer Assisted Learning",3]
[null,"Australasian Journal of Educational Technology",2]
[null,"British Journal of Educational Technology",2]
[null,"Computers & Education",2]
[null,"Educational Psychology Review",2]
[null,"Journal of Educational Psychology",2]
[null,"Advances in Civil Engineering",1]
[null,"Computers in Human Behavior",1]
[null,"Educación química",1]
[null,"Education Sciences",1]
[null,"Educational Technology & Society",1]
[null,"Frontiers in medicine",1]
[null,"Gms Journal for Medical Education",1]
[null,"Ieee Access",1]
[null,"Indian Pediatricsc",1]
[null,"Information & Management",1]
[null,"Information Systems Journal",1]
[null,"Innovative Higher Education",1]
[null,"Instructional Science",1]
[null,"International Journal of Advanced Science and Technology",1]
[null,"International Journal of Education in Mathematics Science and Technology",1]
[null,"International Journal of Emerging Technologies in Learning",1]
[null,"International Journal of Interactive Mobile Technologies",1]
[null,"JMIR medical education",1]
[null,"Journal of Educational Sciences & Psychology",1]
[null,"Journal of Formative Design in Learning",1]
[null,"Journal of Veterinary Medical Education",1]
[null,"Language Learning & Technology",1]
[null,"Moderna Sprak",1]
[null,"Npj Science of Learning",1]
[null,"Philippine Journal of Science",1]
[null,"Review of Educational Research",1]
[null,"Russian Language Studies",1]
[null,"TechTrends",1]
[null,"Turkish Online Journal of Distance Education",1]
[]
[]
[]
[]
[null,"Aporte central","Total"]
[null,"Valida una solución",33]
[null,"Metodología replicable",16]
[null,"Discute la temática",11]
[null,"Revisión bibliográfica",5]
[]
[null,"Area","Total","%"]
[null,"Idiomas (inglés-chino)",6,{"v":13.953488372093023,"d":"14"}]
[null,"Medicina",5,{"v":11.627906976744185,"d":"12"}]
[null,"Ingeniería",4,{"v":9.30232558139535,"d":"9"}]
[null,"Geografía",2,{"v":4.651162790697675,"d":"5"}]
[null,"Matemáticas",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Escritura",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Investigación",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Veterinaria",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Cognición",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Química",1,{"v":2.3255813953488373,"d":"2"}]
[]
[null,"Principios ","Total","%"]
[null,"Multimedia",4,{"v":9.30232558139535,"d":"9"}]
[null,"Redundancia",4,{"v":9.30232558139535,"d":"9"}]
[null,"Modalidad",4,{"v":9.30232558139535,"d":"9"}]
[null,"Contiguidad ",2,{"v":4.651162790697675,"d":"5"}]
[null,"Señalización",2,{"v":4.651162790697675,"d":"5"}]
[null,"Segmentación",2,{"v":4.651162790697675,"d":"5"}]
[]
[null,"Tipo de investigación ","Total","%"]
[null,"Diseño experimental con grupo control",16,{"v":37.2093023255814,"d":"37"}]
[null,"Diseño experimental tipo pretest y postest",7,{"v":16.27906976744186,"d":"16"}]
[null,"Descriptivo sin experimentación o estudio de caso",6,{"v":13.953488372093023,"d":"14"}]
[null,"Revisión sistemática de literatura",4,{"v":9.30232558139535,"d":"9"}]
[null,"Método de investigación y desarrollo co modelo ADDIE",1,{"v":2.3255813953488373,"d":"2"}]
[]
[null,"Tipos de test","Total ","%"]
[null,"Pretest y postest",8,{"v":18.6046511627907,"d":"19"}]
[null,"Prueba de carga cognitiva",6,{"v":13.953488372093023,"d":"14"}]
[null,"Test de retención",3,{"v":6.976744186046512,"d":"7"}]
[null,"Prueba de seguimiento ocular",2,{"v":4.651162790697675,"d":"5"}]
[null,"Medición motivación",2,{"v":4.651162790697675,"d":"5"}]
[null,"Post test diferido",2,{"v":4.651162790697675,"d":"5"}]
[null,"Entrevista",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Ejecución de tarea al final",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Test de flujo",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Test de sistemas adaptativos",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Test de transferencia",1,{"v":2.3255813953488373,"d":"2"}]
[]
[null,"Tipo de estrategia de formación","Total","%"]
[null,"Para el diseño de animaciones",4,{"v":9.30232558139535,"d":"9"}]
[null,"Para diseñar RA ",3,{"v":6.976744186046512,"d":"7"}]
[null,"Para el diseño o uso de videos interactivos y educativo",3,{"v":6.976744186046512,"d":"7"}]
[null,"Para el diseño de app y aprendizaje movil",3,{"v":6.976744186046512,"d":"7"}]
[null,"Para enseñanza basada en fotografías, bocetos gráficos, mapas",3,{"v":6.976744186046512,"d":"7"}]
[null,"Para diseñar escenarios b-learning",2,{"v":4.651162790697675,"d":"5"}]
[null,"Para diseñar herramienta que retroalimente y agente virtual",2,{"v":4.651162790697675,"d":"5"}]
[null,"Para el diseño de cursos tipo MOOC",2,{"v":4.651162790697675,"d":"5"}]
[null,"Para el diseño de ítems de evaluación",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Para validar el uso de tablas de contenido en el aprendizaje",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Para resolver problemas de aprendizaje",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Para diseñar recursos multimedia",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Para diseñar estrategias basadas en el juego",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Para diseñar herramienta virtual (tipo software)",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Para la enseñanza mediante videoconferencia",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Para el diseño de estrategias de comunicación",1,{"v":2.3255813953488373,"d":"2"}]
[null,"Para el uso de pizarras transparentes",1,{"v":2.3255813953488373,"d":"2"}]