Making instructional animations more effective: a cognitive load approach

@inproceedings{Ayres2007MakingIA,
  title={Making instructional animations more effective: a cognitive load approach},
  author={Paul Ayres and Fred Paas},
  year={2007}
}
This themed issue consists of seven empirical papers, as well as an introduction and discussion, and has its genesis in three symposia, organised by the authors of this article and presented at the 2006 Annual Meeting of the American Educational Research Association (AERA) in San Francisco, California. The papers investigate a number of conditions under which instructional animations may be effective. This article uses cognitive load theory (CLT) to provide an explanation for why animated… CONTINUE READING

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Learning from instructional animations: How does prior knowledge mediate the effect of visual cues?

  • J. Comp. Assisted Learning
  • 2018
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Attention Cueing in an Instructional Animation

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