The impact of question guidance and cues on learners’ online multimedia learning outcomes: the mediating role of cognitive load-Reference-Cited by-同舟云学术

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The impact of question guidance and cues on learners’ online multimedia learning outcomes: the mediating role of cognitive load

Published:2024-05-24 Issue: Volume: Page:1-18
ISSN:1049-4820
Container-title:Interactive Learning Environments
language:en
Short-container-title:Interactive Learning Environments

Author:

Han Lei¹,Lv Qing¹,Xiao Mengshi¹,Ma Zongshuo²,Jou Min³^ORCID,Huang Chun-Chiang⁴

Affiliation:

1. School of Psychology, Shandong Normal University, Ji’nan, People’s Republic of China

2. Laoshan District Education and Sports Bureau, Qingdao, People’s Republic of China

3. Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan

4. Biomedical Platform and Incubation Services Division, Taiwan Instrument Research Institute, Hsinchu City, Taiwan

Funder

National Natural Science Foundation of China

Taishan Scholar Project of Shandong Province

Social Science Planning Project of Shandong Province

Jinan City School Integration Development Strategy Project

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10494820.2024.2353188

Reference49 articles.

1. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

2. Can the cognitive load approach make instructional animations more effective?

3. Uncovering continuous and transient monitoring profiles in event-based prospective memory

4. Cueing animations: Dynamic signaling aids information extraction and comprehension

5. An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations

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