NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Renkl, Alexander; Scheiter, Katharina – Educational Psychology Review, 2017
Visual displays are very frequently used in learning materials. Although visual displays have great potential to foster learning, they also pose substantial demands on learners so that the actual learning outcomes are often disappointing. In this article, we pursue three main goals. First, we identify the main difficulties that learners have when…
Descriptors: Visual Aids, Instructional Materials, Multimedia Instruction, Instructional Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Eitel, Alexander; Scheiter, Katharina – Educational Psychology Review, 2015
The present article reviews 42 studies investigating the role of sequencing of text and pictures for learning outcomes. Whereas several of the reviewed studies revealed better learning outcomes from presenting the picture before the text rather than after it, other studies demonstrated the opposite effect. Against the backdrop of theories on…
Descriptors: Sequential Approach, Visual Aids, Outcomes of Education, Memory
Peer reviewed Peer reviewed
Direct linkDirect link
Schuler, Anne; Scheiter, Katharina; van Genuchten, Erlijn – Educational Psychology Review, 2011
A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley's working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how…
Descriptors: Instructional Design, Short Term Memory, Multimedia Instruction, Role
Peer reviewed Peer reviewed
Direct linkDirect link
Gerjets, Peter; Scheiter, Katharina; Cierniak, Gabriele – Educational Psychology Review, 2009
In this paper, two methodological perspectives are used to elaborate on the value of cognitive load theory (CLT) as a scientific theory. According to the more traditional critical rationalism of Karl Popper, CLT cannot be considered a scientific theory because some of its fundamental assumptions cannot be tested empirically and are thus not…
Descriptors: Research Methodology, Theories, Evaluation Methods, Evaluation Criteria
Peer reviewed Peer reviewed
Direct linkDirect link
Scheiter, Katharina; Gerjets, Peter – Educational Psychology Review, 2007
Contrary to system-controlled multimedia learning environments, hypermedia systems are characterized by a high level of interactivity. This interactivity is referred to as learner control in the respective literature. For several reasons this learner control is seen as a major advantage of hypermedia for learning and instruction. For instance,…
Descriptors: Prior Learning, Hypermedia, Program Effectiveness, Learner Controlled Instruction