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The effects of verbally redundant information on student learning: An instance of reverse redundancy
Affiliation:1. Office of Institutional Planning and Assessment, Texas Tech University Health Sciences Center, 3601 4th Street MS 6231, Lubbock, TX 79430, USA;2. Texas Tech University, 2500 Broadway, Lubbock, TX 79409, USA;1. Ulm University, Institute of Psychology, Albert-Einstein Allee 47, 89081 Ulm, Germany;2. University of Augsburg, Germany;1. Department of Philosophy, Social Sciences & Education, University of Perugia, Italy;2. Department of Psychology, Goldsmiths, University of London, UK;3. School of Psychology, University of Birmingham, UK;4. Neuroimaging Laboratory, Santa Lucia Foundation, IRCCS, Rome, Italy;1. Science Division, Department of Psychology, New York University Abu Dhabi, United Arab Emirates;2. Department of Psychology, University of Freiburg, Germany;1. K.U. Leuven, Faculty of Business and Economics, Department of Decision Sciences and Information Management, Research Center for Management Informatics (LIRIS), Naamsestraat 69, Office number: HOG 03.114, B-3000, Leuven, Belgium;2. K.U.Leuven, Faculty of Business and Economics, Department of Decision Sciences and Information Management, Research Center for Management Informatics (LIRIS), Naamsestraat 69, Office number: HOG 03.118, B-3000, Leuven, Belgium;3. K.U.Leuven, Campus Brussel (HUB), Centre for Information Management, Modeling and Simulation – CIMS, Fac. of Economics & Business, Warmoesberg 26, 1000, Brussel, Belgium
Abstract:
Keywords:Redundancy principle  Cognitive load  Multimedia learning  Reverse-redundancy effect
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