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Learners misperceive the benefits of redundant text in multimedia learning
Research on metacognition has consistently demonstrated that learners fail to endorse instructional designs that produce benefits to memory, and often prefer designs that actually impair comprehension. Unlike previous studies in which learners were only exposed to a single multimedia design, the cur...
| Autores principales: | , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
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Frontiers Media S.A.
2014
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4088922/ https://www.ncbi.nlm.nih.gov/pubmed/25071674 http://dx.doi.org/10.3389/fpsyg.2014.00710 |