Julie Campbell

Education · 2004–2009

A researcher in the Science corpus: 4 papers; trusts 2 researchers and is trusted by 5 researchers here, as inferred from the citation graph.

Subfields

• Education — 20 citations into it; #7,594 of 11,309 by trust here, #2,544 by citations
• Experimental and Cognitive Psychology — 12 citations into it; #4,494 of 9,731 by trust here, #3,093 by citations
• Developmental and Educational Psychology — 11 citations into it; #7,143 of 8,223 by trust here, #4,622 by citations

Whom Julie Campbell trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Richard E. Mayer
2. Wendy Beekes

Who trusts Julie Campbell overall

1. Richard E. Mayer

Papers from Julie Campbell's perspective

Ordered by how strongly the researchers Julie Campbell trusts endorse each paper. Same corpus, a different order for every researcher.

1. Animation: can it facilitate? (Int. J. Hum. Comput. Stud.)
2. Nine Ways to Reduce Cognitive Load in Multimedia Learning
3. Cognitive Load Theory and Instructional Design: Recent Developments
4. The Roles of Mental Animations and External Animations in Understanding Mechanical Systems
5. Engaging students in active learning: The case for personalized multimedia messages.
6. Interactions Among Elaborative Interrogation, Knowledge, and Interest in the Process of Constructing Knowledge From Text
7. Learning and Instruction
8. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives
9. The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems
10. The ‘Millionaire’ method for encouraging participation

Their papers

• Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) — 484 citations
• Questioning as an instructional method: Does it affect learning from lectures? (2009) — 127 citations
• When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. (2005) — 474 citations
• A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style. (2004) — 318 citations