References
- Abu-Hamour, B., and H. Al Hmouz. 2018. “Cattell-Horn-Carroll Broad Cognitive Ability Profiles for Dyslexia and Intellectual Disability.” International Journal of Inclusive Education 24 (1): 1–17.
- Anmarkrud, Ø., A. Andresen, and I. Bråten. 2019. “Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues.” Educational Psychologist 54 (2): 61–83. doi:https://doi.org/10.1080/00461520.2018.1554484.
- Appleton, J., S. L. Christenson, S. L. Kim, and A. L. Reschly. 2006. “Measuring Cognitive and Psychological Engagement: Validation of the Student Engagement Instrument.” Journal of School Psychology 44 (5): 427–445. doi:https://doi.org/10.1016/j.jsp.2006.04.002.
- Baddeley, A. 2012. “Working Memory: Theories, Models, and Controversies.” Annual Review of Psychology 63 (2): 1–29. doi:https://doi.org/10.1146/annurev-psych-120710-100422.
- Barnacle, R., and G. Dall’Alba. 2017. “Committed to Learn: Student Engagement and Care in Higher Education.” Higher Education Research & Development 36 (7): 1326–1338. doi:https://doi.org/10.1080/07294360.2017.1326879.
- BDA. 2016. “British Dyslexia Association.” [ Online]. Accessed 13 April 2016. http://www.bdadyslexia.org.uk/dyslexic/definitions
- Berget, G., F. Mulvey, and F. E. Sandnes. 2016. “Is Visual Content in Textual Search Interfaces Beneficial to Dyslexic Users?” International Journal of Human-Computer Studies 92 (3): 17–29. doi:https://doi.org/10.1016/j.ijhcs.2016.04.006.
- Brown, G. 1982. “Two Days on Explaining and Lecturing.” Studies in Higher Education 7 (2): 93–103. doi:https://doi.org/10.1080/03075078212331379181.
- Chanlin, L. 1998. “Animation to Teach Students of Differing Knowledge Levels.” Journal of Instructional Psychology 25 (3): 166–175.
- Conner, T. 2016. “Relationships: The Key to Student Engagement.” International Journal of Education and Learning 5 (1): 13–22. doi:https://doi.org/10.14257/ijel.2016.5.1.02.
- Davis, H., J. J. Summers, and L. M. Miller. 2012. “What Does It Mean for Students to Be Engaged?” In An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement, 21–34. London: Sage.
- Davis, M. 2015. “The Neurobiology of Lexical Access.” In Neurobiology of Language, edited by G. Hickok and S. L. Small, 541–567. London: Academic Press.
- Dobson, S. 2018. “A Documentary Analysis of the Support Services Offered to Adult Learners with Dyslexia in Higher Education.” Journal of Further and Higher Education 44: 216–230. doi:https://doi.org/10.1080/0309877X.2018.1463359.
- Duarte, N. 2008. Slide:ology: The Art and Science of Creating Great Presentations. Sebastapol, CA: O’Reilly Media.
- Duncan, E. S., S. Tune, and S. L. Small. 2016. “The Neurobiology of Language: Relevance to Linguistics.” Yearbook of the Poznań Linguistic Meeting 2: 49–66. doi:https://doi.org/10.1515/yplm-2016-0003.
- Eide, B., and F. F. Eide. 2011. The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain. New York: Hay House.
- Fenesi, B., E. Kramer, and J. A. Kim. 2016. “Split‐Attention and Coherence Principles in Multimedia Instruction Can Rescue Performance for Learners with Lower Working Memory Capacity.” Applied Cognitive Psychology 30 (2): 691–699. doi:https://doi.org/10.1002/acp.3244.
- Fletcher, J., G. R. Lyon, L. S. Fuchs, and M. A. Barnes. 2007. Learning Disabilities: From Identification to Intervention. New York: Guildford.
- Fostick, L., and H. Revah. 2018. “Dyslexia as a Multi-deficit Disorder: Working Memory and Auditory Temporal Processing.” Acta Psychologica 183 (2): 19–28. doi:https://doi.org/10.1016/j.actpsy.2017.12.010.
- Garner, J., and M. Alley. 2011. “PowerPoint in the Psychology Classroom: Lessons from Multimedia Learning Research.” Psychology Learning & Teaching 10 (2): 95–106. doi:https://doi.org/10.2304/plat.2011.10.2.95.
- Garrett, N. 2016. “How Do Academic Disciplines Use PowerPoint?” Innovation in Higher Education 41 (5): 365–380. doi:https://doi.org/10.1007/s10755-016-9381-8.
- Gibbs, G. 2010. Dimensions of Quality. York: Higher Education Academy.
- Gibbs, G. 2014. “Student Engagement, the Latest Buzzword.” Times Higher Education, May 1.
- Haidet, P., R. O. Morgan, K. O’Malley, and B. Jeane. 2004. “A Controlled Trial of Active versus Passive Learning Strategies in A Large Group Setting.” Advances in Health Sciences Education 9 (1): 15–27. doi:https://doi.org/10.1023/B:AHSE.0000012213.62043.45.
- Hallewell, M., and C. Crook. 2018. “Performing PowerPoint Lectures: Examining the Extent of Slide-text Integration into Lecturers’ Spoken Expositions.” Journal of Further and Higher Education 43 (2): 111–130.
- Harper, S., and S. J. Quaye. 2008. Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations. London: Routledge.
- Herting, D., R. C. Pros, and A. C. Tarrida. 2019. “Patterns of PowerPoint Use in Higher Education: A Comparison between the Natural, Medical, and Social Sciences.” Innovative Higher Education 45 (2): 65–80. doi:https://doi.org/10.1007/s10755-019-09488-4.
- Hertz, B., C. van Woerkum, and P. Kerkhof. 2015. “Why Do Scholars Use PowerPoint the Way They Do?” Business and Professional Communication Quarterly 78 (3): 273–291. doi:https://doi.org/10.1177/2329490615589171.
- Hewson, E. 2018. “Students’ Emotional Engagement, Motivation and Behaviour over the Life of an Online Course: Reflections on Two Market Research Case Studies.” Journal of Interactive Media in Education 1 (1): 1–10.
- Hilgers, F., and J. Vriens. 2010. Presenting Professionally. Den Haag: Sdu Uitgevers.
- Ingledew, J. 2011. How to Solve Any Creative Brief. London: Laurence King Publishing.
- Kahu, E. 2013. “Framing Student Engagement in Higher Education.” Studies in Higher Education 38 (5): 758–773. doi:https://doi.org/10.1080/03075079.2011.598505.
- Karen, C., B. J. Zhoc, R. B. Webster, and J. King. 2019. “Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence.” Research in Higher Education 60 (2): 219–244. doi:https://doi.org/10.1007/s11162-018-9510-6.
- Kawasaki, G. 2012. Enchantment: The Art of Changing Hearts, Minds, and Actions. New York: Portfolio.
- Kenny, L., C. Hattersley, and B. Molins. 2016. “Which Terms Should Be Used to Describe Autism? Perspectives from the UK Autism Community.” Autism 20 (4): 442–462. doi:https://doi.org/10.1177/1362361315588200.
- Kleinman, E., and F. M. Dwyer. 1999. “Analysis of Computerized Visual Skills: Relationships to Intellectual Skills and Achievement.” International Journal of Instructional Media 26 (1): 53–69.
- Knoop‐van Campen, C., E. Segers, and L. Verhoev. 2018. “The Modality and Redundancy Effects in Multimedia Learning in Children with Dyslexia.” Dyslexia 24 (2): 140–155. doi:https://doi.org/10.1002/dys.1585.
- Lewis, P. 2016. “Brain Friendly Teaching—Reducing Learner’s Cognitive Load.” Academic Radiology 23 (7): 877–880. doi:https://doi.org/10.1016/j.acra.2016.01.018.
- Logie, R. 2014. Visuo-spatial Working Memory. London: Psychology Press.
- MacCullagh, L. 2014. “Participation and Experiences of Students with Dyslexia in Higher Education: A Literature Review with an Australian Focus.” Australian Journal of Learning Difficulties 19 (2): 93–111.
- MacCullagh, L., A. Bosanquet, and N. A. Badcock. 2016. “University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies.” Dyslexia: An International Journal of Research and Practice 23 (1): 3–23. doi:https://doi.org/10.1002/dys.1544.
- Maguire, R., A. Egan, P. Hyland, and P. Maguire. 2017. “Engaging Students Emotionally: The Role of Emotional Intelligence in Predicting Cognitive and Affective Engagement in Higher Education.” Higher Education Research & Development 36 (2): 343–357. doi:https://doi.org/10.1080/07294360.2016.1185396.
- Mayer, R. 2014. The Cambridge Handbook of Multimedia Learning. 2nd ed. New York: Cambridge University Press.
- Mayer, R., and M. Moreno. 2003. “Nine Ways to Reduce Cognitive Load in Multimedia Learning.” Educational Psychologist 38 (1): 43–52. doi:https://doi.org/10.1207/S15326985EP3801_6.
- Mayer, R., and R. Moreno. 1998. “A Split-attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory.” Journal of Educational Psychology 90 (2): 312–320. doi:https://doi.org/10.1037/0022-0663.90.2.312.
- McKay, E. 1999. “An Investigation of Text-based Instructional Materials Enhanced with Graphics.” Educational Psychology 19 (3): 323–335. doi:https://doi.org/10.1080/0144341990190306.
- Meeker, M. 2017. [ Online]. Accessed 12 January 2019. https://www.forbes.com/sites/alexkonrad/2017/05/31/mary-meeker-internet-trends-for-2017/#cf9c0ac143e6
- Miller, G. 1957. “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information.” The Psychological Review 63 (1): 81–97. doi:https://doi.org/10.1037/h0043158.
- Mills, J. 2018. “Effective Multi-Sensory Strategies for Students with Dyslexia.” Kappa Delta Pi Record 54 (1): 36–40. doi:https://doi.org/10.1080/00228958.2018.1407181.
- Mortimore, T., and W. R. Crozier. 2006. “Dyslexia and Difficulties with Study Skills in Higher Education.” Studies in Higher Education 31 (2): 235–251. doi:https://doi.org/10.1080/03075070600572173.
- Nguyen, T., M. Cannata, and J. Miller. 2018. “Understanding Student Behavioral Engagement: Importance of Student Interaction with Peers and Teachers.” The Journal of Educational Research 111 (2): 163–174. doi:https://doi.org/10.1080/00220671.2016.1220359.
- Olofsson, A., K. Taube, and A. Ahl. 2015. “Academic Achievement of University Students with Dyslexia.” Dyslexia 21 (1): 338–349. doi:https://doi.org/10.1002/dys.1517.
- Paas, F., A. Renkl, and J. Sweller. 2003. Cognitive Load Theory: A Special Issue of Educational Psychologist. London: Routledge.
- Paivio, A. 1971. Imagery and Verbal Processes. New York: Holt, Rinehart, and Winston.
- Paivio, A. 2007. Mind and Its Evolution: A Dual Coding Theoretical Approach. Mahwah, NJ: Erlbaum.
- Paivio, A. 2014. Mind and Its Evolution: A Dual Coding Theoretical Approach. Oxford: Psychology Press.
- Pekrun, R., and L. Linnenbrink-Garcia. 2012. “Academic Emotions and Student Engagement.” In Handbook of Research on Student Engagement, edited by S. L. Christenson, A. L. Reschly, & C. Wylie, 259–282. Boston, MA: Springer. doi:https://doi.org/10.1007/978-1-4614-2018-7_12.
- Prince, M. 2004. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education 93 (3): 223–231. doi:https://doi.org/10.1002/j.2168-9830.2004.tb00809.x.
- Rotgans, J., and H. Schmidt. 2011. “Cognitive Engagement in the Problem-based Learning Classroom.” Advances in Health Sciences Education 16 (4): 465–479. doi:https://doi.org/10.1007/s10459-011-9272-9.
- Ryder, D., and B. Norwich. 2018. “UK Higher Education Lecturers’ Perspectives of Dyslexia, Dyslexic Students and Related Disability Provision.” Jorsen: Journal of Research in Special Educational Needs 19 (3): 161–172.
- Shaywitz, S. 2005. Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. New York: Alfred A. Knopf.
- Siegel, L., and E. B. Ryan. 1989. “The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children.” Child Development 60 (4): 973–980. doi:https://doi.org/10.2307/1131037.
- Singh, J. 2019. “Evidence and Benefits of Postgraduate International Students-staff Members Partnership in Extra-curricular Activities: A Malaysian Perspective.” Higher Education Research & Development 38 (7): 1475–1488. doi:https://doi.org/10.1080/07294360.2018.1436527.
- Skinner, E., and J. R. Pitzer. 2013. “Developmental Dynamics of Student Engagement, Coping and Everyday Resilience.” In Handbook of Research on Student Engagement, edited by S. Christenson, A. Reschly, and C. Wylie. Boston, MA: Springer. doi:https://doi.org/10.1007/978-1-4614-2018-7_2.
- Smith-Sparka, J., L. A. Henry, D. J. Messer, E. Edvardsdottir, and A. P. Zięcik. 2016. “Executive Functions in Adults with Developmental Dyslexia.” Research in Developmental Disabilities 54 (1): 323–341. doi:https://doi.org/10.1016/j.ridd.2016.03.001.
- Solomonides, I., and P. Martin. 2008. “All This Talk of Engagement Is Making Me Itch: An Investigation into the Conceptions of ‘Engagement’ Held by Students and Tutors.” In Student Engagement, edited by L. Hand and C. Bryson, 13–18. London: SEDA.
- Sorden, S. 2013. “Cognitive Theory of Multimedia Learning.” In Handbook of Educational Theories, edited by B. J. Irby. Charlotte: Information Age Publishing .
- Sweller, J., P. Ayres, and S. Kalyuga. 2011. Cognitive Load Theory. London: Springer.
- Trowler, V. 2010. Student Engagement Literature Review. London: Higher Education Academy.
- von Karolyi, C., and E. Winner. 2004. “Dyslexia and Visual Spatial Talents: Are They Connected?” In Students with Both Gifts and Learning Disabilities, edited by T. M. Newman and R. J. Sternberg, 95–117. Boston, MA: Springer. doi:https://doi.org/10.1007/978-1-4419-9116-4_6.
- Wang, M., and J. Degol. 2014. “Staying Engaged: Knowledge and Research Needs in Student Engagement.” Child Development Perspectives 8 (3): 137–143. doi:https://doi.org/10.1111/cdep.12073.
- Williams, V. 1998. “Creating Effective Visual Metaphors.” [ Online]. Accessed 24 May 2015. http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CDUQFjAE&url=http%3A%2F%2Fwww.personal.psu.edu%2Fstaff%2Fv%2Fq%2Fvqw%2FPortfolio%2FVislMeta.pdf&ei=FxZiVe7lC8GsU9vhgfgG&usg=AFQjCNFfV8D7xsu5KYjhTjsDKwkVHRY-Ow&sig2=tqlTHQlMMa_anqDQfX5Lf
- Winterbottom, M. 2016. “Active Learning.” [ Online]. Accessed 10 June 2016. www.cie.org.uk/images/271174-active-learning.pdf
- Yonezawa, S., M. Jones, and F. Joselowsky. 2009. “Youth Engagement in High Schools: Developing a Multidimensional, Critical Approach to Improving Engagement for All Students.” Journal of Educational Change 10 (1): 191–209. doi:https://doi.org/10.1007/s10833-009-9106-1.
- Zepke, N. 2014. “Student Engagement Research in Higher Education: Questioning an Academic Orthodoxy.” Teaching in Higher Education 19 (6): 697–708. doi:https://doi.org/10.1080/13562517.2014.901956.