Effects of hypermedia instruction on declarative, conditional and procedural knowledge in ADHD students-Reference-Cited by-同舟云学术

Effects of hypermedia instruction on declarative, conditional and procedural knowledge in ADHD students

Published:2012-11 Issue:6 Volume:33 Page:2028-2039
ISSN:0891-4222
Container-title:Research in Developmental Disabilities
language:en
Short-container-title:Research in Developmental Disabilities

Author:

Fabio Rosa Angela,Antonietti Alessandro

Publisher

Elsevier BV

Subject

Clinical Psychology,Developmental and Educational Psychology

Reference69 articles.

1. Diagnostic and statistical manual of mental disorders: DSM-IV-TR;American Psychiatric Association,2000

2. Cognitive psychology and its implications;Anderson,1995

3. The relationship of indices of student navigational patterns in a hypermedia geology lab simulation to two measures of learning style;Andris;Journal of Educational Multimedia and Hypermedia,1996

4. Individual differences, computers, and instruction;Ayersman;Computers in Human Behavior,1995

5. Reasons for increased learning using multimedia;Bagui;Journal of Educational Multimedia and Hypermedia,1998

Cited by 45 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. Example, nudge, or practice? Assessing metacognitive knowledge transfer of factual and procedural learners;User Modeling and User-Adapted Interaction;2024-07-01

2. From Awareness to Action: Teaching Software Accessibility for Neurodiverse Users;Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1;2024-03-07

3. Optimizing Learning Outcomes of Educational Applications Enhanced with Multimedia and Interactive Features: A Review;Integrated Science;2024

4. Listen up! ADHD slows spoken-word processing in adverse listening conditions: Evidence from eye movements;Research in Developmental Disabilities;2023-02

5. Executive attention modulates the facilitating effect of electronic storybooks on information encoding in preschoolers;Heliyon;2023-01