Enabling, facilitating, and inhibiting effects of animations in multimedia learning : Why reduction of cognitive load can have negative results on learning
- Other title
- Favoriser, faciliter et contrôler les effets des animations dans l'apprentissage multimédia : pourquoi la réduction du travail cognitif peut avoir un impact négatif sur l'apprentissage (fr)
- Author
- SCHNOTZ, Wolfgang1 ; RASCH, Thorsten1
[1] University of Koblenz-Landau, Germany - Issue title
- Research on Cognitive Load Theory and Its Design Implications for E-Learning = Recherche sur la théorie du travail cognitif et ses implications en matière d'innovation dans le contexte de l'apprentissage en ligne (fr)
- Author (monograph)
- VAN MERRIëNBOER, Jeroen J. G (Author of introductory parts)1 ; AYRES, Paul (Author of introductory parts)2
[1] Open University of the Netherlands, Educational Technology Expertise Center, P.O. Box 2960, 6401 DL Heerlen, Netherlands
[2] School of Education at the University of New South Wales, Australia - Source
Educational technology research and development. 2005, Vol 53, Num 3, pp 47-58, 12 p ; ref : 20 ref
- Publisher
- Springer, Heidelberg
- Publication country
- Germany
- Document type
- Article
- Language
- English
- Keyword (fr)
- Animation Compréhension Enseignement multi-media Environnement Interactif d'Apprentissage Par Ordinateur (EIAO) Psychologie cognitive Texte Théorie de l'apprentissage
- Keyword (en)
- Recreation Leadership Comprehension Multi-Media Instruction Computer-based interactive learning environment Cognitive psychology Text Learning Theory
- Classification
- Discipline
- Sciences of education
- Origin
- Inist-CNRS
- Database
- FRANCIS
- INIST identifier
- 16988845
Sauf mention contraire ci-dessus, le contenu de cette notice bibliographique peut être utilisé dans le cadre d’une licence CC BY 4.0 Inist-CNRS / Unless otherwise stated above, the content of this bibliographic record may be used under a CC BY 4.0 licence by Inist-CNRS / A menos que se haya señalado antes, el contenido de este registro bibliográfico puede ser utilizado al amparo de una licencia CC BY 4.0 Inist-CNRS
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DOI
10.1007/BF02504797 
https://dx.doi.org/10.1007/BF02504797
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