Search results for author:"Franz X Bogner"
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Journal of Educational Computing Research Vol. 47, No. 4 (2012) pp. 387–407
Up to now, only a few studies in multimedia learning have focused on gender effects. While research has mostly focused on learning success, the effect of gender on instructional efficiency (IE) has not yet been considered. Consequently, we used a...
Journal of Educational Research Vol. 106, No. 3 (2013) pp. 183–196
Only recently has cognitive load theory been applied in conceptual change approaches. To the authors' knowledge, theirs is the first study to examine the effects on students' cognitive load of an approach contrary to a refutation text...
Education Sciences Vol. 6, No. 1 (2016)
Computers are considered innovative in classrooms, raising expectations of increased cognitive learning outcomes or motivation with effects on Deeper Learning (DL). The "new medium", however, may cause cognitive overloads. Combined with...
Research in Science Education Vol. 40, No. 3 (May 2010) pp. 339–352
Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping for ...
Journal of Science Education and Technology Vol. 20, No. 4 (August 2011) pp. 333–346
A quantitative method of mapping the web usage of an innovative educational portal is applied to analyze the behaviour of users of the COSMOS Science Education Portal. The COSMOS Portal contains user-generated resources (that are uploaded by its...
Journal of Science Education and Technology Vol. 25, No. 4 (2016) pp. 541–549
Education reform initiatives tend to promise higher effectiveness in classrooms especially when emphasis is given to e-learning and digital resources. Practical changes in classroom realities or school organization, however, are lacking. A major...