Publication:
Can the Cognitive Load Approach Make Instructional Animations More Effective?

dc.contributor.author Ayres, Paul en_US
dc.contributor.author Paas, Fred en_US
dc.date.accessioned 2021-11-25T17:01:38Z
dc.date.available 2021-11-25T17:01:38Z
dc.date.issued 2007 en_US
dc.description.abstract The papers in this themed issue have investigated methods to make animations more effective. The purpose of this paper is to discuss each of the seven empirical papers. The discussion focuses on how they dealt with cognitive load during instruction and problem solving. Critical observations are made on each paper and avenues for future research are proposed. From the overall collection of papers a number of key results are identified and used as a basis for recommending principles for developing effective instructional animations. Lastly, a number of design issues are discussed in the context of enhancing future research in this field. en_US
dc.identifier.issn 0888-4080 en_US
dc.identifier.uri http://hdl.handle.net/1959.4/50580
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/3.0/au/ en_US
dc.source Legacy MARC en_US
dc.title Can the Cognitive Load Approach Make Instructional Animations More Effective? en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.accessRights.uri http://purl.org/coar/access_right/c_14cb
unsw.identifier.doiPublisher http://dx.doi.org/10.1002/acp.1351 en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Applied Cognitive Psychology en_US
unsw.relation.ispartofpagefrompageto 811-820 en_US
unsw.relation.ispartofvolume 21 en_US
unsw.relation.originalPublicationAffiliation Ayres, Paul, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Paas, Fred en_US
unsw.relation.school School of Education *
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