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When Learning Is Just a Click Away: Does Simple User Interaction Foster Deeper Understanding of Multimedia Messages?
ARTICLE

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Journal of Educational Psychology Volume 93, Number 2, ISSN 0022-0663

Abstract

In two experiments, students received two presentations of a narrated animation explaining how lightning forms, followed by retention and transfer tests. The goal was to determine possible benefits of incorporating a modest amount of computer-user interactivity within a multimedia explanation. Results were consistent with cognitive load theory and a two-stage theory of model construction. (BF)

Citation

Mayer, R.E. & Chandler, P. (2001). When Learning Is Just a Click Away: Does Simple User Interaction Foster Deeper Understanding of Multimedia Messages?. Journal of Educational Psychology, 93(2), 390. Retrieved December 11, 2019 from .

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