The Cambridge Handbook of Multimedia Learning: An Integrated Model of Text and Picture Comprehension

By Wolfgang Schnotz. 2005

425 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d98887ae2ec4b7c2df8be394193f23f1c0aa7b50

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In Artificial Intelligence

In Experimental and Cognitive Psychology

Citations in the corpus

Keep it Coherent: A Meta-Analysis of the Seductive Details Effect (2020, methodology): “Moreover, using diagrams to improve student learning is supported by much theoretical (Ainsworth 2006; Schnotz 2005) and empirical work (See Rey 2016 for a review).”
The role of working memory components in multimedia comprehension (2008, methodology): “The model was recently extended to take account of multimodality in the processing of multimedia documents (Schnotz, 2005).”
The Impact of Illustrations and Warnings on Solving Mathematical Word Problems Realistically (2014, methodology): “That is why Schnotz (2005) argued that learners with sufficiently high prior knowledge about the content perform better with only one information source (text or illustration).”
Does animation enhance learning? A meta-analysis (2016, background): “B etrancourt / Computers & Education 101 (2016) 150e167 151 From a cognitive point of view, Schnotz and colleagues (Schnotz & Rasch, 2005; Schnotz, 2005) described the potential benefits of animation to learning in terms of enabling and facilitating effects.”
Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load (2020, methodology): “Based on theoretical assumptions of CLT and the Cognitive Theory of Multimedia Learning (CTML; Mayer 2005a), as well as the integrated model of text and picture comprehension (IMTPC; Schnotz 2005), many instructional design principles have been developed and investigated.”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, positive): “…revised version of the GTDC, the cognitive theory of drawing construction (CTDC; Van Meter and Firetto 2013), accounts for self-regulation by building on the frameworks for self-regulated learning (Winne and Hadwin 1998) and for integrated text and picture comprehension (Schnotz 2002, 2005, 2014).”
Foundations of Game-Based Learning (2015, background): “Research suggests that learning can be facilitated when information is available in more than one format (Moreno & Dur (cid:2) an, 2004; Paivio, 1986; Schnotz, 2005), though this depends on the function of the multiple representations (Ainsworth & Van Labeke, 2004).”
How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions (2017, background): “Connection making involves mapping corresponding features across different visual representations (Schnotz 2005).”
Social media and loneliness: Why an Instagram picture may be worth more than a thousand Twitter words (2016, neutral): “(Schnotz, 2005, p. 78).”