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Cited by 413Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsLearning Styles and Cognitive Differences

The DOI matches its Crossref record; 46 of the 47 references it cites were found in a registry or an index.

Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?

Cierniak, Gabriele, Scheiter, Katharina, Gerjets, Peter·2009·Computers in Human Behavior
DOI 10.1016/j.chb.2008.12.020
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Crossref · 10.1016/j.chb.2008.12.020

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  1. Whelan, R. R. (2006). The multimedia mind: Measuring cognitive load in multimedia learning (Doctoral dissertation, New York University, 2006). Dissertation Abstracts International, vol. 66, 12-A.

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Metadata

Authors
Cierniak, G., Scheiter, K., & Gerjets, P.
Affiliations
University of Tübingen (DE)
Corresponding author
Cierniak, Gabriele
ORCID
Venue
Computers in Human Behavior
Publisher
Elsevier BV
Published
2009-03
Volume
25
Issue
2
Pages
315-324
ISSN
0747-5632 (ISSN-L)
DOI
10.1016/j.chb.2008.12.020
OpenAlex
W1964672712
Cited by
412
References
47
Citations by year
2026: 20 · 2025: 27 · 2024: 36 · 2023: 27 · 2022: 23 · 2021: 44 · 2020: 26 · 2019: 33 · 2018: 23 · 2017: 22 · 2016: 17 · 2015: 24 · 2014: 18 · 2013: 21 · 2012: 18
FWCI
19.47
Type
journal article
Language
en
Open access
closed
Licence
Locations
Computers in Human Behavior (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
Keywords
split-attention effect, cognitive load theory, extraneous cognitive load, germane cognitive load, intrinsic cognitive load, secondary task performance, learning outcomes, mediation analysis, instructional design

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