Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback

By Roxana Moreno, Alfred Valdez. 2005

278 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/18d91a1a66e8989c30d1b30156f45359f1d7dd0c

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Learner Control, Cognitive Load and Instructional Animation (2007, background): “Similar results were obtained by Moreno and Valdez (2005) who found that learner-controlled pacing was only effective when students were asked to evaluate their understanding before receiving corrective feedback from the system.”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “…completing unfinished diagrams (Cromley et al., 2013),mentally animating static diagrams (Hegarty, Kriz, &Cate, 2003), sequencingwords and diagrams (Moreno & Valdez, 2005), using explicit scaffolding (Kukkonen et al., 2014), teaching about diagrammatic conventions (e.g. Coleman, McTigue, &…”
Feedback Strategies for Interactive Learning Tasks (2007, background): “In contrast, feedback offering knowledge of the result together with knowledge about mistakes implemented in a multiple-try algorithm that requires students to analyze their erroneous responses and to identify error correction steps can be provided immediately (see, for example, Mathan and Koedinger”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “These activities can be triggered by the presence of features such as feedback (Moreno & Valdez, 2005).”
Interactive Multimodal Learning Environments (2007, methodology): “For example, using an interactive learning program on environmental science, Moreno and Valdez (2005) found that asking students to organize the steps corresponding to a causal chain of events (i.e., manipulating interactivity) was not sufficient to improve their understanding about the topic as…”
Cognitive activities in complex science text and diagrams (2010, background): “In addition to collect- 1 Moreno and Valdez (2005) found dramatically lower retention and transfer scores for undergraduates who were presented with wordless diagrams, on the order of a 33–68% decrement over diagrams with text.”