Effects of Different Video Lecture Types on Sustained Attention, Emotion, Cognitive Load, and Learning Performance
By Wen-Fang Wang, Chih-Ming Chen, Chung-Hsin Wu. 2015 IIAI 4th International Congress on Advanced Applied Informatics, 2015
494 citations recorded by the source corpus.
Subfields: Computer Science Applications, Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/4853193bee94e273e6523bd3f2ff34f32c7c3568
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Computer Science Applications
In Developmental and Educational Psychology
- Ø. Anmarkrud
- Ivar Bråten
- Vincent Hoogerheide
- Anette Andresen
- Sofie M. M. Loyens
- Tamara van Gog
- Margot van Wermeskerken
- Helge I. Strømsø
In Experimental and Cognitive Psychology
- Vincent Hoogerheide
- Ivar Bråten
- Ø. Anmarkrud
- Anette Andresen
- Sofie M. M. Loyens
- Tamara van Gog
- Margot van Wermeskerken
- Fred Paas
Citations in the corpus
- Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, background): “Cognitive load has also been operationalized through terms such as pressure during task (Cheng et al., 2015), mental load (Chen & Wu, 2015), frustration (Huang, Chen, Wu, & Chen, 2015), and mental demand (Kizilcec, Bailenson, & Gomez, 2015).”
- Learning from video modeling examples: Content kept equal, adults are more effective models than peers (2016, background): “Next to web lectures (e.g., Chen & Wu, 2015; Korving, Hern andez, & De Groot, 2016; Traphagan, Kucsera, & Kishi, 2010) and short knowledge clips (e.g., Day, 2008), demonstration (i.e., “how-to”) videos (e.g., Ayres, Marcus, Chan, & Qian, 2009; Van der Meij & Van der Meij, 2013) make up an important…”