The effects of time-compressed instruction and redundancy on learning and learners' perceptions of cognitive load

Keywords

Narrative, Redundancy (engineering), Cognitive load, Computer science, Cognition

References

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• Word intelligibility decrements and the comprehension of time-compressed speechGary W. Heiman, Raphael J. Leo, Glenn Leighbody — 1986
• The effects of diagrams and time-compressed instruction on learning and learners’ perceptions of cognitive loadRaymond Pastore — 2010
• When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?Richard E. Mayer, Paul Chandler — 2001
• Controlling split attention and redundancy in physical therapy instructionFredrick D. Pociask, Gary R. Morrison — 2008
• Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive LoadJohn Sweller — 2010
• Learning with Multiple Representations: Extending Multimedia Learning beyond the Lab.Billie Eilam, Yael Poyas — 2008
• The effects of time-compressed audio and verbal redundancy on learner performance and satisfactionAlbert D. Ritzhaupt, Neil Gomes, Ann E. Barron — 2008
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Cited by

• Information Overload in Technology-based Education: a Meta-AnalysisHarshada Shrivastav, Starr Roxanne Hiltz — 2013
• A Makeover for the Captured Lecture: Applying Multimedia Learning Principles to Lecture VideoRichard Alan Lamb — 2015
• The efficient classroom: How team-based learning and lecture video acceleration affect the learning efficiency and effectiveness of a first-year engineering courseB. Jacobson — 2015
• The Effects of Seductive Details in an Inflatable PlanetariumSean Gillette — 2013
• Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept mapsKuo-Liang Huang, Kuo-Hsiang Chen, Chun-Heng Ho — 2014
• Effects of captions and time-compressed video on learner performance and satisfactionAlbert D. Ritzhaupt, Raymond Pastore, R. O. Davis — 2015
• The effects of verbally redundant information on student learning: An instance of reverse redundancyFatih Ari, Raymond Flores, Fethi A. Inan — 2014
• An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive LoadChih‐Hung Lai, Chih-Ming Chu, Hsiang-Hsuan Liu — 2013
• Using Time-Compression To Make Multimedia Learning More Efficient: Current Research and PracticeRaymond Pastore, Albert D. Ritzhaupt — 2015
• Tracking learners' visual attention during a multimedia presentation in a real classroomFang‐Ying Yang, Chun‐Yen Chang, Wan-Ru Chien — 2013
• Effects of Different Cognitive Load Courses in Game-Based Learning on Students' Visual Attention and Learning PerformancePei‐Chen Sun, Yung-shao Lin, Po-Chi Huang — 2013
• Can a multimedia tool help students' learning performance in complex biology subjects?Pınar Köseoğlu, Akın Efendioğlu — 2015
• Does visual redundancy inhibit older persons’ information processing in learning?Robert Z. Zheng, Derek Smith, Marilyn Luptak — 2016
• Supporting linguistic diversity in primary education: the design, use and evaluation of a computer-based learning environmentEvelien Van Laere — 2016
• The Effects of Audio and Video Encoding on Information Acquisition Among UndergraduatesB. Todd Campbell — 2015
• Measuring cognitive load: A meta-analysis of load measurement sensitivityHodson, Jeffrey L — 2016
• Auditory support in linguistically diverse classrooms: factors related to bilingual text-to-speech useEvelien Van Laere, Johan van Braak — 2017
• Learner Preferences in Multimedia DesignRay Pastore — 2016
• The interrupted learner: How distractions during live and video lectures influence learning outcomesAndrew H. Zureick, Jesse Burk‐Rafel, Joel Purkiss — 2018
• Effects of organizational pictures and modality as a feedback strategy on learner comprehension and satisfactionAlbert D. Ritzhaupt, Raymond Pastore, Jiahui Wang — 2018

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