https://orcid.org/0000-0002-2272-9148
References
- Chen, C.-Y. (2016). Cognitive support for learning computer-based tasks using animated demonstration. Interactive Learning Environments, 24(4), 859–874. DOI: 10.1080/10494820.2014.936943
- Fishman, E. (2016, July 5). How long should your next video be? Wistia Blog. Retrieved from https://wistia.com/blog/optimal-video-length
- Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. L@S 2014 Proceedings of the First ACM Conference on Learning at Scale (pp. 41–50). Atlanta, GA: ACM.
- Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21, 713–729.
- Leahy, W., & Sweller, J. (2011). Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology, 25, 943–951.
- Leahy, W., & Sweller, J. (2016). Cognitive load theory and the effects of transient information on the modality effect. Instructional Science, 44, 107–123.
- Lloyd, S. A., & Robertson, C. L. (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology, 39, 67–71.
- Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge University Press.
- Mestre, L. S. (2012). Student preference for tutorial design: A usability study. Reference Services Review, 40, 258–276.
- Palmiter, S., & Elkerton, J. (1993). Animated demonstrations for learning procedural computer-based tasks. Human-Computer Interaction, 8, 193–216.
- Shneiderman, B., & Plaisant, C. (2005). Designing the user interface: Strategies for effective human-computer interaction (4th ed.). Boston, MA: Addison-Wesley.
- Spannagel, C., Girwidz, R., Löthe, H., Zendler, A., & Schroeder, U. (2008). Animated demonstrations and training wheels interfaces in a complex learning environment. Interacting with Computers, 20, 97–111.
- Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.
- Tabbers, H., Martens, R., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74, 71–81.
- Tabbers, H. K., & Koeijer, B. (2010). Learner control in animated multimedia instructions. Instructional Science, 38, 441–453.
- van der Meij, H., & van der Meij, J. (2014). A comparison of paper-based and video tutorials for software learning. Computers & Education, 78, 150–159.
- van der Meij, J., & van der Meij, H. (2015). A test of the design of a video tutorial for software training. Journal of Computer Assisted Learning, 31, 116–132.
- Waterson, P., & O’Malley, C. (1992). Using animated demonstrations to teach graphics skills. In A. Monk, D. Diaper, & M. D. Harrison (Eds.), People and computers VII. Proceedings of HCI 92 (pp. 463–474). New York, NY: Cambridge University Press.