The impact of media diversity and cognitive style on learning experience in programming video lecture: A brainwave analysis-Reference-Cited by-同舟云学术

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The impact of media diversity and cognitive style on learning experience in programming video lecture: A brainwave analysis

Published:2023-01-31 Issue:8 Volume:28 Page:10617-10637
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Lin Xuefen^ORCID,Tang Wei,Ma Weifeng,Liu Yang,Ding Feng

Funder

The Ministry of education of Humanities and Social Science project

First class curriculum construction of educational department of Zhejiang Province

National Educational Information Technology Research Project

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Link

https://link.springer.com/content/pdf/10.1007/s10639-023-11608-9.pdf

Reference52 articles.

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2. Azevedo, R. (2015). Defining and measuring engagement and learning in science: conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50, 84–94. https://doi.org/10.1080/00461520.2015.1004069

3. Barut Tugtekin, E., & Dursun, O. O. (2022). Effect of animated and interactive video variations on learners’ motivation in distance education. Education and Information Technologies, 27(3), 3247–3276. https://doi.org/10.1007/s10639-021-10735-5

4. Babiker, A., Faye, I., Mumtaz, W., Malik, A. S., & Sato, H. (2019). EEG in classroom: EMD features to detect situational interest of students during learning. Multimedia Tools and Applications, 78(12), 16261–16281. https://doi.org/10.1007/s11042-018-7016-z

5. Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments. (R. K. Sawyer, Ed.), The Cambridge Handbook of the Learning Sciences. Cambridge University Press. https://doi.org/10.1017/cbo9780511816833.029

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