The DOI matches its Crossref record; 87 of the 88 references it cites were found in a registry or an index.
Instructional animation versus static pictures: A meta-analysis
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“This idea was confirmed by a meta-analysis of Höffler and Leutner (2007), who showed that superior learning (the largest effect size) was found when the animations were highly realistic and procedural-motor knowledge was involved.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Höffler and Leutner (2007)
In the citing paper
“In particular, the meta-analysis of Höffler and Leutner (2007) showed that superior learning (the largest effect size) was found when the animations were highly realistic and procedural-motor knowledge was involved, such as in learning to (dis)assemble a machine gun.”
From An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012) · cites this paper as Höffler and Leutner 2007
In the citing paper
“Interestingly, under some instructional conditions, such as the use of dynamic visualizations to teach human motor skills, this tension between a limited working memory capacity and transient information seems to be non-existent, with animations being more effective than equivalent static graphics.”
From An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012) · cites this paper as Höffler and Leutner 2007
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Cited by
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Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337
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“Investigating prior research in a field is important, as this reveals the current state of the field and offers guidance to researchers who are seeking suitable topics to explore (H€offler & Leutner, 2007; Karatas, 2008; Seo & Bryant, 2009).”
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“In a nascent fi eld such as this, an investigation of prior research is important to reveal the current state of research and offer guidance to researchers seeking to enter the discussion (Höf fl er & Leutner, 2007; Karatas, 2008).”
The learning effects of computer simulations in science education
Rutten, N., van Joolingen, W., & van der Veen, J. T. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.07.017 · Cited by 1,079
Metadata
- Authors
- Höffler, T. N., & Leutner, D.
- Affiliations
- University of Duisburg-Essen (DE)
- Corresponding author
- Höffler, Tim N.
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2007-12
- Volume
- 17
- Issue
- 6
- Pages
- 722-738
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2055846787
- Semantic Scholar
- 150d104dd692b1dd1a95234deda0925a2c83b39a
- Cited by
- 992
- References
- 88
- Citations by year
- 2026: 41 · 2025: 34 · 2024: 49 · 2023: 72 · 2022: 77 · 2021: 76 · 2020: 62 · 2019: 61 · 2018: 68 · 2017: 51 · 2016: 58 · 2015: 52 · 2014: 67 · 2013: 55 · 2012: 47
- FWCI
- 4.08
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (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
- Physical Sciences › Computer Science › Computer Graphics and Computer-Aided Design › Digital Media and Visual Art
- Keywords
- educational animation, still images, cognitive load, multimedia learning, learning outcomes, instructional design
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