Theory

• Student 1 Shaban Guma: Benshoof, L.A., en S. Hooper (1993). The effectes of single- and multiple-Window Presentation on Archievements During Computer-Based Instruction'. J. of Comp. Based Inst. vol. 20, no. 4, p. 113-117.
  Benshoof and Hooper investigated the effects of using single- and multiple-window presentations on archievement and window-use.
• Student 2 Hsin-Yi, Lo: Mayer, R. E. and R. Moreno (2000). A split attention Effect in multimedia Learning: Evidence for Dual Processing Systems in Working Memory. J. of Educ. Psych., Vol. 90, no. 2, p. 312-320.
  Mayer and Moreno about multimedia learning and modality principles. Dual code theory? Cognitive principles of multimedia design: split attention effect and other effects.
• Student 3 Tao Yu: Sweller, J., van Merrienboer, J. J. G., and Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design. Educational Psychological Review, Vol. 10, No. 3, pp. 251-296.
  The cognitive load theory assumes a limited capicity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- of 3-dimensional information.
• Student 4 Dessy Assenova: Moreno, R., and R.E. Mayer (1999). Cognitive Principles of Multimedia Learning: the role of modality and Cogniguity. J. of Educ. Psychology, vol. 91, no. 2. pp. 358-368.
  Split attention effect; multimedia learning.
• Student 5 Ramadan Abdunabi: Paivio, A., (1986). Mental representation: A dual coding approach. Oxford England. Oxford University Press.
  The article about the Dual Code Theory. Text and visual information (parallel). Integrating texts and visuals.
• Student 6 Shu-hui Shen: Sweller, J. (1994). Cognitive Load Theory. Learning & Instruction. vol. 4; pp 295-312.
  The cognitive load theory
• Student 7 Ivy Sun: Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, vol. 87, pp. 319-334.
  The use of partly visual mode of presentation for geometry worked examples. The logic was based on the split attention effect and the effect of presentation modality on working memory. Split attention between multiple sources of information.
• Student 8 Fitsum Fekadeselassie: Moreno, R., and R.E. Mayer (1999). Multimedia supported Metaphors for meaning Making in Mathematics. Cognition & Instruction, vol. 17, no. 3, pp. 215-248.
  Mayer and Moreno (1999) about hih-archieving students and low-archieving students.
• Student 9 Tran Ha: Diehl & Mills (1995). The effects of interaction with the device described by procedural text on recall, true/falls, and task performance. Memory & Cognition.
  Diehl & Mills about "information available while reading leads to differential development of representations in memory, which, in turn, causes differences in perfomance on various measures". A task is: 'read and do' or 'read and see experimenter do' or 'read and imagine' or 'read and see' or 'read only'.

Enschede, March. 11, 2002