The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance
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Citations
Cites
Organizational Information Requirements, Media Richness and Structural Design
Daft, R. L., & Lengel, R. H. (1986) · Management Science · doi:10.1287/mnsc.32.5.554 · Cited by 9,868
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Cognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023
Broadbent, D. E. (1958) · doi:10.1037/10037-000 · Cited by 4,337
Cognitive load theory, learning difficulty, and instructional design
Sweller, J. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90003-5 · Cited by 3,801
Cognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894
Heart rate variability as an index of regulated emotional responding
Appelhans, B. M., & Luecken, L. J. (2006) · Review of General Psychology · doi:10.1037/1089-2680.10.3.229 · Cited by 1,893
Mayer, R. E., & Moreno, R. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.312 · Cited by 1,315
A selective review of selective attention research from the past century
Driver, J. (2001) · British Journal of Psychology · doi:10.1348/000712601162103 · Cited by 658
Cited by
Flipped classroom improves student learning in health professions education: a meta-analysis
HEW, K. F., & LO, C. K. (2018) · BMC Medical Education · doi:10.1186/s12909-018-1144-z · Cited by 1,207
Iwanaga, J., Loukas, M., Dumont, A. S., & Tubbs, R. S. (2021) · Clinical Anatomy · doi:10.1002/ca.23655 · Cited by 328
Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic
Almusharraf, N., & Khahro, S. (2020) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v15i21.15647 · Cited by 322
Hwang, G.-J., Wang, S.-Y., & Lai, C.-L. (2021) · Computers & Education · doi:10.1016/j.compedu.2020.104031 · Cited by 283
Alam, A., & Mohanty, A. (2023) · Cogent Engineering · doi:10.1080/23311916.2023.2283282 · Cited by 269
Metadata
- Authors
- Chen, C.-M., & Wu, C.-H.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2015-01
- Volume
- 80
- Pages
- 108-121
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2010015254
- Cited by
- 536
- References
- 11
- FWCI
- 27.94
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. https://app.cochat.ai/papers/10.1016/j.compedu.2014.08.015
- The paper
- Chen, C.-M., & Wu, C.-H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education. https://doi.org/10.1016/j.compedu.2014.08.015
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.
