Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder-to-Read Mean Better-to-Understand?

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Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder-to-Read Mean Better-to-Understand?

Author: Eitel, Alexander; Kuehl, Tim; Scheiter, Katharina; Gerjets, Peter
Tübinger Autor(en):
Eitel, Alexander
Scheiter, Katharina
Gerjets, Peter
Published in: Applied Cognitive Psychology (2014), Bd. 28, H. 4, S. 488-501
Verlagsangabe: Wiley - Blackwell
Language: English
Full text: http://dx.doi.org/10.1002/acp.3004
ISSN: 0888-4080
DDC Classifikation: 150 - Psychology
Dokumentart: Article
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