The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Construction and interference in learning from multiple representation
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Citations
Cites
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
Image And Brain: The Resolution of the Imagery Debate
Kosslyn, S. M. (1994) · doi:10.7551/mitpress/3653.001.0001 · Cited by 1,977
Mayer, R. E., & Anderson, R. B. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.444 · Cited by 1,000 · cited 1×
“For example , a mental model of a technical device like a brake can contain information about causal relationships, which are not explicitly included in the corresponding picture of the brake (cf. Mayer & Anderson, 1992 ).”
Background
Cited by
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976
DeFT: A conceptual framework for considering learning with multiple representations
Ainsworth, S. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.03.001 · Cited by 1,673
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2005) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9780511816819.004 · Cited by 1,602
Roscoe, R. D., & Chi, M. T. H. (2007) · Review of Educational Research · doi:10.3102/0034654307309920 · Cited by 647
Cook, M. P. (2006) · Science Education · doi:10.1002/sce.20164 · Cited by 538
Digital support for student engagement in blended learning based on self-determination theory
Chiu, T. K. F. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106909 · Cited by 395
Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning
Rau, M. A. (2017) · Educational Psychology Review · doi:10.1007/s10648-016-9365-3 · Cited by 281
The Self-Explanation Principle in Multimedia Learning
Roy, M., & Chi, M. T. H. (2005) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9780511816819.018 · Cited by 219
Bannert, M., & Mengelkamp, C. (2008) · Metacognition and Learning · doi:10.1007/s11409-007-9009-6 · Cited by 198
Self-citationSelf-regulated Learning with MetaTutor: Advancing the Science of Learning with MetaCognitive Tools
Azevedo, R., Johnson, A., Chauncey, A., & Burkett, C. (2010) · New Science of Learning · doi:10.1007/978-1-4419-5716-0_11 · Cited by 189
Introduction to Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.002 · Cited by 181
Does the modality principle for multimedia learning apply to science classrooms?
Harskamp, E. G., Mayer, R. E., & Suhre, C. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.09.010 · Cited by 145
Lusk, D. L., Evans, A. D., Jeffrey, T. R., Palmer, K. R., Wikstrom, C. S., & Doolittle, P. E. (2009) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2008.00848.x · Cited by 135
External and mental referencing of multiple representations
Bodemer, D., & Faust, U. (2006) · Computers in Human Behavior · doi:10.1016/j.chb.2005.01.005 · Cited by 114
Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty?
Yue, C. L., Bjork, E. L., & Bjork, R. A. (2013) · Journal of Educational Psychology · doi:10.1037/a0031971 · Cited by 98
How Inspecting a Picture Affects Processing of Text in Multimedia Learning
Eitel, A., Scheiter, K., & Schüler, A. (2013) · Applied Cognitive Psychology · doi:10.1002/acp.2922 · Cited by 85
Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?
Rau, M. A., Aleven, V., & Rummel, N. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.07.003 · Cited by 67
Eye tracking technology for examining cognitive processes in education: a systematic review
Liu, X., & Cui, Y. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105263 · Cited by 59
Multimedia learning: Working memory and the learning of word and picture diagrams
Dutke, S., & Rinck, M. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.10.002 · Cited by 56
Tugtekin, U., & Odabasi, H. F. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10912-0 · Cited by 55
Oje, A. V., Hunsu, N. J., & Fiorella, L. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100676 · Cited by 36
Learning from split-attention materials: effects of teaching physical and mental learning strategies
de Koning, B. B., Rop, G., & Paas, F. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101873 · Cited by 30
(2006) · Educational technology: The magazine for managers of change in education · Cited by 27
Eilks, I., Witteck, T., & Pietzner, V. (2012) · Center for Educational Policy Studies Journal · doi:10.26529/cepsj.398 · Cited by 20
Bahtaji, M. A. A. (2020) · Cypriot Journal of Educational Sciences · doi:10.18844/cjes.v15i4.5063 · Cited by 10
Metadata
- Authors
- Schnotz, W., & Bannert, M.
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2003-04
- Volume
- 13
- Issue
- 2
- Pages
- 141-156
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2103857331
- Cited by
- 940
- References
- 3
- FWCI
- 19.92
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
