Cognitive Load Levels While Learning with or Without a Pedagogical Agent-Reference-Cited by-同舟云学术

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Cognitive Load Levels While Learning with or Without a Pedagogical Agent

Published:2019 Issue: Volume: Page:266-276
ISSN:0302-9743
Container-title:Learning and Collaboration Technologies. Designing Learning Experiences
language:
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Author:

Müller-Wuttke Madlen,Müller Nicholas H.

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-030-21814-0_20

Reference27 articles.

1. Heidig, S., Clarebout, G.: Do pedagogical agents make a difference to student motivation and learning? Educ. Res. Rev. 6, 27–54 (2011)

2. Lusk, M.M., Atkinson, R.K.: Animated pedagogical agents: does their degree of embodiment impact learning from static or animated worked examples? Appl. Cogn. Psychol. 21, 747–764 (2007)

3. Wang, N., Johnson, W.L., Mayer, R.E., Risso, P., Shaw, E., Collins, H.: The politeness effect: pedagogical agents and learning outcomes. Int. J. Hum.-Comput. Stud. 66, 98–112 (2008)

4. Veletsianos, G.: How do learners respond to pedagogical agents that deliver social-oriented non-task messages? Impact on student learning, perceptions, and experiences. Comput. Hum. Behav. 28, 275–283 (2012)

5. Rosch, J.L., Vogel-Walcutt, J.J.: A review of eye-tracking applications as tools for training. Cogn. Technol. Work 15(3), 313–327 (2012)

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Measuring Designers’ Cognitive Load for Timely Knowledge Push via Eye Tracking;International Journal of Human–Computer Interaction;2022-04-20

2. Proactive Smart City Interactions;Learning and Collaboration Technologies. Human and Technology Ecosystems;2020

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