1 |
Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
|
2 |
Clark, R. C., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53(3), 15-24.
DOI
|
3 |
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (3rd ed). San Francisco, CA: Pfeiffer.
|
4 |
Elio, R. (1986). Representation of similar well-learned cognitive procedures. Cognitive Science, 10(1), 41-73.
DOI
|
5 |
Gagne, R. M., & Merill, M. D. (1990). Integrative goals for instructional design. Educational Technology, Research & Development, 38(1), 23-30.
DOI
|
6 |
Gopher, D., Weil, M., & Siegel, D. (1989). Practice under chaining priorities: An approach to the training of complex skills. Acta Psychologica, 71, 147-177.
DOI
|
7 |
Kester, L., Kirschner, P. A., & van Merrienboer, J. J. G. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British Journal of Educational Psychology, 75, 71-85.
DOI
|
8 |
Kim, K. J., Kim, D. S., Kim, K. (2014). The effects of Types of Decision-Making and Collaboration Processing on Collaboration Performance, and Social Support and Collaboration Load Among Collaborators in CSCL. Korean Journal of the Learning Sciences. 8(3), 40-59.
|
9 |
Kim, S. (2004) Development of mathematics lesson plans using ICT by prospective elementary school teachers. Proceedings of PME Conference, 28(1).
|
10 |
Mayer, R. E. (1992). Thinking, problem solving, cognition(2nd ed). New York: Freeman.
|
11 |
Plass, J. L., Moreno, R., & Brunken, R. (2010). Cognitive load theory. New York, NY: Cambridge University Press.
|
12 |
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
DOI
|
13 |
Pass, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology. 84(4), 429-434.
DOI
|
14 |
Pass, F., Tuovinen, J. E., Tabbers, H., & van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63-71.
DOI
|
15 |
Ryu, J. H., Yim, J. H. (2009). An Explorary Validation for Constructs of Cognitive Load. The Journal of Educational Information and Media. 15(4), 1-27.
|
16 |
Reigelulth, C. M. (1999). Instructional-design theories and models: A new paradigm of instructional theory, Volume II. Mahwah, NJ: Lawrence Erlbaum Associates.
|
17 |
Renkl, A. (2005). The worked out example principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 229-245). New York: Cambridge University Press.
|
18 |
Rothwell, W. J., & Kazanas, H. C. (1992). Mastering the instructional design process: A systemetic approach. SF, CA: Jossey-Bass. "ch 13 evaluating instruction"
|
19 |
van Merrienboer, J. J. G. (1997). Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training. Educational Technology Publications, Englewood Cliffs, NJ.
|
20 |
van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.
DOI
|
21 |
Mayer, R. E. (2003). Learning and instruction. Upper Saddle River, NJ: Merrill/Prentice Hall.
|
22 |
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
|
23 |
van Merrienboer, J. J. G., & Paas, F. G. W. C. (2003). Powerful learning and the many faces of instructional design: Toward a framework for the design of powerful learning environments. Powerful learning environment: Unravelling basic components and dimensions, 3-20
|
24 |
van Merrienboer, J. J. G., Kester, L., & Paas, F. (2006). Teahing complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology, 20(3), 343-352.
DOI
|
25 |
van Merrienboer, J. J. G. (2007). Alternative models of instructional design: Holistic design approaches and complex learning, 72-81. In R. Reiser & J. De mpsey(Eds.), Trends and issues in instructional design and technology (2nd ed). Old Tappan, NJ: Merrill/Prentice Hall.
|
26 |
van Merrienboer, J. J. G., & Kirschner, P. A. (2007). Ten steps to complex learning: A systematic approach to four-component instructional design. Mahwah, NJ: Lawrence Erlbaum Associcates.
|