Search results for author:"Huib K. Tabbers"
Total records matched: 6 Search took: 0.073 secs
You may get more results with author:"Huib K. Tabbers".
EdMedia + Innovate Learning 2019 Attendees: if you are looking for papers from this conference, please use this special attendee-only EdMedia + Innovate Learning 2019 search
Educational Psychology Review Vol. 23, No. 4 (December 2011) pp. 501–521
Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system's movements. Based on embodied theories of cognition assuming that action, perception, and cognition...
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 5 (September 2010) pp. 441–453
The "interactivity principle" in multimedia learning states that giving learners control over pace and order of instructions decreases cognitive load and increases transfer performance. We tested this guideline by comparing a learner-paced...
Educational Psychology Review Vol. 18, No. 2 (June 2006) pp. 141–157
In this article, the most relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and...
Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations
Computers & Education Vol. 55, No. 2 (September 2010) pp. 681–691
This study investigated whether learners construct more accurate mental representations from animations when instructional explanations are provided via narration than when learners attempt to infer functional relations from the animation through...
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design
Educational Psychology Review Vol. 21, No. 2 (June 2009) pp. 113–140
This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of...
Learning and Instruction Vol. 20, No. 2 (April 2010) pp. 111–122
To examine how visual attentional resources are allocated when learning from a complex animation about the cardiovascular system, eye movements were registered in the absence and presence of visual cues. Cognitive processing was assessed using cued...