參考文獻 |
References
Ainsworth, S. (1999). The functions of multiple representations. Computers & Education, 33(2-3), 131–152.
Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational psychology: A cognitive view. New York: Holt, Rinehart, & Winston.
Baddeley, A.D. (1986). Working memory. Oxford, UK: Clarendon.
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge, England: Cambridge University Press.
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717–726.
Braune, R., & Foshay, W. R. (1983). Towards a practical model of cognitive information processing task analysis and schema acquisition for complex problem-solving situations. Instructional Science, 12(2), 121–145.
Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38(1), 53–61.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology, 10(2), 1–20.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–209.
Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073–1091.
De Westelinck, K., Valcke, M., De Craene, B., & Kirschner, P. (2004). Multimedia learning in social sciences: Limitations of external graphical representations. Computers in Human Behavior, 21(4), 555–573.
Dochy, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research, 69(2), 145–186.
Erhel, S., & Jamet. E. (2006). Using pop-up windows to improve multimedia learning. Journal of Computer Assisted Learning, 22(2), 137–147.
Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction, Educational Psychologist, 38(1), 33–41.
Gilabert, R., Martínez, G., & Vidal-Abarca, E. (2005). Some good texts are always better: text revision to foster inferences of readers with high and low prior background knowledge. Learning and Instruction, 15(1), 45–68.
Ginns, P. (2006). Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects. Learning and Instruction, 16(6), 511–525.
Glaser, T., Walton, D. S. & Maas, R. L. (1992). Genomic structure, evolutionary conservation and aniridia mutations in the human PAX6 gene. Nature Genetics, 2, 915–920.
Gyselinck, V., Ehrlich, M. F., Cornoldi, C., de Beni, R., & Dubois, V. (2000). Visuospatial working memory in learning from multimedia systems. Journal of Computer Assisted Learning, 16(2), 166–176.
Harter, C., & Ku, H. (2008). The effects of spatial contiguity within computer-based instruction of group personalized two-step mathematics word problems. Computers in Human Behavior, 24(4), 1668–1685.
Heyworth, R. M. (1999). Procedural and conceptual knowledge of expert and novice students for the solving of a basic problem in chemistry. International Journal of Science Education, 21(2), 195–211.
Kablan, Z., & Erden, M. (2008). Instructional efficiency of integrated and separated text with animated presentations in computer-based science instruction. Computers & Education, 51(2), 660–668.
Kahtz, A. W., & Kling, G. (1999). Field dependent and Field independent conceptualisations of various instructional methods: A qualitative analysis’. Educational Psychology, 19(4), 413–429.
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1–17.
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351–371.
Kester, L., Kirschner, P. A., & van Merriёnboer, J. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British Journal of Educational Psychology, 75(1), 71–85.
Kirschner, P. A. (2002). Cognitive load theory: implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1–10.
Kozma, R. B., & Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 34(9), 949–968.
Lester, J. C., Stone, B. A., & Stelling, G. D. (1999). Lifelike pedagogical agents for mixed-initiative problem solving in constructivist learning environments. User Modeling and User-Adapted Interaction, 9(1-2), 1–44.
Linn, M. (2003). Technology and science education: Starting points, research programs, and trends. International Journal of Science Education, 25(6), 727–758.
Lowe, R.K. (1996). Background knowledge and the construction of a situational representation from a diagram. European Journal of Psychology of Education, 11(4), 377–397.
Lu, R., & Bol, L. (2007). A Comparison of Anonymous Versus Identifiable e-Peer Review on College Student Writing Performance and the Extent of Critical Feedback. Journal of Interactive Online Learning, 6 (2), 100–115.
Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding instructions. Journal of
Educational Psychology, 88(1), 49–63.
Mayer, R. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81(2), 240–246.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1–19.
Mayer, R. E. (1999). The promise of educational psychology: Vol. 1, Learning in the content areas. Upper Saddle River, NJ: Prentice Hall.
Mayer, R.E. (2001) Multimedia Learning. New York: Cambridge University Press.
Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139.
Mayer, R. E. (2005a). Introduction to multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 1–16). Cambridge: University Press.
Mayer, R. E. (2005b). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31–48). Cambridge: University Press.
Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87–99.
McNamara, D. S., & Kintsch, W. (1996). Learning from text: Effects of prior knowledge and text coherence. Discourse Processes, 22(3), 247–287.
Moreno, R. (2004). Decreasing cognitive load in novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia.
Instructional Science, 32(1-2), 99–113.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: the role of modality and contiguity. Journal of Educational Psychology, 91(2), 358–368.
Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development, 53(3), 35–45.
Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: the effect of example format and generating self-explanations. Cognition and Instruction, 16(2), 173–199.
Paas, F. G. W. C., & Van Merriënboer, J. J G., (1994). Measurement of cognitive load in instructional research. Perceptual & Motor Skills, 79, 419–430.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional
design: Recent developments. Educational Psychologist, 38(1), 1–4.
Paas, F. Tuovinen, J., Tabbers, H., & Van Gerven, P. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational
Psychologist, 38(1), 63–71.
Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
Schnotz, W., & Lowe, R.K. (2003). External and internal representations in multimedia learning. Learning and Instruction, 13(2), 117–123.
Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning and Instruction, 13(2), 227–237.
Shapiro, A. M. (2004). How including prior knowledge as a subject variable may change outcomes of learning research. American Educational Research Journal, 41(1), 159–189.
Snyder, J. L. (2000). An investigation of the knowledge structures of experts, intermediates and novices in physics. International Journal of Science Education, 22 (9), 979–992.
Spyridakis J. H., & Isakson C. S. (1991). Hypertext: a new tool and its effect on audience comprehension. IEEE-IPCC, 37–44.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185–233.
Sweller, J., Chandler, P., Tierney, P., and Cooper, M. (1990). Cognitive load and selective attention as factors in the structuring of technical material. Journal Experimental Psychology: General, 119, 176–192.
Sweller, J., van Merriёnboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296.
Tabbers, H., Martens, R., and van Merriёnboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74(1), 71–81.
Tarmizi, R., and Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80(4), 424–436.
Van Gerven, P.W.M., Paas, F., van Merriёnboer, J.J.G., & Schmidt, H.G. (2002). Cognitive load theory and aging: Effects of worked examples on training efficiency. Learning and Instruction, 12(1), 87–105.
Wickens, C. D. (1992). Engineering psychology and human performance (2nd edition). New York: Harper Collins.
|