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Sungyoon Lee. (2023) The Role of Spatial Ability and Attention Shifting in Reading of Illustrated Scientific Texts: An Eye Tracking Study. Reading Psychology 44:8, pages 915-935.
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Anne Schüler & Maria Gabriela Mayer. (2020) Illustrations Before Text Reduce Visuospatial Working Memory Load During Text Processing. Discourse Processes 57:8, pages 627-658.
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Cengiz Acarturk & Erol Ozcelik. (2017) Secondary-Task Effects on Learning With Multimedia: An Investigation Through Eye-Movement Analysis. The Journal of Experimental Education 85:1, pages 126-141.
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Jill King, Taylor Marcus & Julie Markant. (2023) Individual differences in selective attention and engagement shape students’ learning from visual cues and instructor presence during online lessons. Scientific Reports 13:1.
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Yueyuan Zheng, Xinchen Ye & Janet H. Hsiao. (2022) Does adding video and subtitles to an audio lesson facilitate its comprehension?. Learning and Instruction 77, pages 101542.
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Arif AKÇAY & Arif ALTUN. (2019) FARKLI KISA SÜRELİ BELLEK UZAMLARINA SAHİP ÖĞRENCİLERİN FARKLI DİKKAT TASARIMINA SAHİP ÖĞRENME ORTAMLARINDAKİ GÖZ HAREKETLERİNİN İNCELENMESİTHE INVESTIGATION OF EYE MOVEMENTS OF STUDENTS WITH DIFFERENT SHORT TERM MEMORY SPANS IN LEARNING ENVIRONMENTS WITH DIFFERENT ATTENTION DESIGN. Eğitim Teknolojisi Kuram ve Uygulama 9:2, pages 588-614.
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Christiane Baadte & Friederike Kurenbach. (2016) The effects of expectancy-incongruent feedback and self-affirmation on task performance of secondary school students. European Journal of Psychology of Education 32:1, pages 113-131.
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