Educational Technology Research and Development Volume 53, Number 3, ISSN 1042-1629
The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design adaptations for e-learning.
Morrison, G.R. & Anglin, G.J. (2005). Research on Cognitive Load Theory: Application to E-Learning. Educational Technology Research and Development, 53(3), 94-104.
Multimedia Presentations of Mitosis: An Examination of Split-Attention, Modality, Redundancy, and Cueing
Michelle Cook & Ryan Visser, Clemson University, United States
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 145–162
Taiyi Huang, UNIVERSITY OF NORTH TEXAS, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1574–1579
The Potential and Limitations of Teaching and Learning in an e-Learning 2.0 Environment from a Cognitive Load Perspective
Judy Lambert, The University of Toledo, United States; Lisa Kidd, Bowling Green State University, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 6003–6008
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