Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder‐to‐Read Mean Better‐to‐Understand?

By Alexander Eitel, Tim Kühl, Katharina Scheiter, Peter Gerjets. 2014

89 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/1d836e903c4416dabc0c412325d6c0667c773b78