The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
The role of context in learning and instructional design
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Perceived self-efficacy in cognitive development and functioning
Bandura, A. (1993) · Educational Psychologist · doi:10.1207/s15326985ep2802_3 · Cited by 7,655
Kraiger, K., Ford, J. K., & Salas, E. (1993) · Journal of Applied Psychology · doi:10.1037/0021-9010.78.2.311 · Cited by 1,831
Salomon, G. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.4.647 · Cited by 1,015
Pretraining context effects: Training assignment as feedback.
Quiñones, M. A. (1995) · Journal of Applied Psychology · doi:10.1037//0021-9010.80.2.226 · Cited by 347
Cited by
Task Analysis Methods for Instructional Design
Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1998) · Routledge eBooks · doi:10.4324/9781410602657 · Cited by 345
Self-citationActivity theory for designing mobile learning
Uden, L. (2007) · International Journal of Mobile Learning and Organisation · doi:10.1504/ijmlo.2007.011190 · Cited by 297
Lockee, B. B. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-020-09836-8 · Cited by 124
Chan, T.-W., Looi, C.-K., Chen, W., Wong, L.-H., Chang, B., Liao, C. C. Y., Cheng, H., Chen, Z.-H., Liu, C.-C., Kong, S.-C., et al. (2018) · Journal of Computers in Education · doi:10.1007/s40692-018-0122-0 · Cited by 73
Beccaluva, E. A., Catania, F., Arosio, F., & Garzotto, F. (2024) · Human–Computer Interaction · doi:10.1080/07370024.2023.2242837 · Cited by 24
Metadata
- Authors
- Tessmer, M., & Richey, R. C.
- Venue
- Educational Technology Research and Development
- Published
- 1997-06
- Volume
- 45
- Issue
- 2
- Pages
- 85-115
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2060975270
- Cited by
- 277
- References
- 4
- FWCI
- 16.44
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The role of context in learning and instructional design. https://app.cochat.ai/papers/10.1007/bf02299526
- The paper
- Tessmer, M., & Richey, R. C. (1997). The role of context in learning and instructional design. Educational Technology Research and Development. https://doi.org/10.1007/bf02299526
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
