The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia
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In cognitive load research, participants are commonly psychology students learning researcher-chosen material.
“Also, in this field of research, it is common for the research subjects to be psychology students who are given the task of learning material chosen by the researcher (see, e.g., Ignacio Madrid et al. 2009; Moreno 2004).”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Moreno 2004
There is a growing body of research showing that students learn more deeply from strongly guided learning than from discovery.
“Moreno (2004) concluded that there is a growing body of research showing that students learn more deeply from strongly guided learning than from discovery.”
From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Moreno, 2004
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Flagged first, then by citations
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“Some studies report that elaborative feedback produces significantly greater learning among students compared with feedback containing less information (e.g., Albertson, 1986; Grant, McAvoy, & Keenan, 1982; Hannafin, 1983; Moreno, 2004; Pridemore & Klein; 1995; Roper, 1977; Shute, 2006).”
BackgroundInfluentialImplications for educational practice of the science of learning and development
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“Teachers provide direct instruction at critical junctures, offering explanations or directing students to resources that are crafted and timed to support inquiry (HmeloSilver, 2004; Moreno, 2004).”
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de Jong, T. (2010) · Instructional Science · doi:10.1007/s11251-009-9110-0 · Cited by 1,180
“learning material chosen by the researcher (see, e.g., Ignacio Madrid et al. 2009; Moreno 2004).”
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Metadata
- Authors
- Moreno, R.
- Affiliations
- University of New Mexico (US)
- Corresponding author
- Moreno, Roxana
- Venue
- Instructional Science
- Published
- 2004-01
- Volume
- 32
- Issue
- 1-2
- Pages
- 99-113
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2034177330
- Semantic Scholar
- a164d6add13a503a32a0776e4179acfb6cc2b1c4
- Cited by
- 615
- References
- 37
- Citations by year
- 2026: 13 · 2025: 25 · 2024: 21 · 2023: 26 · 2022: 31 · 2021: 41 · 2020: 37 · 2019: 39 · 2018: 26 · 2017: 24 · 2016: 38 · 2015: 39 · 2014: 37 · 2013: 47 · 2012: 43
- FWCI
- 13.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Instructional Science (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- cognitive load, working memory, explanatory feedback, corrective feedback, discovery learning, multimedia learning, software agents, novice students, transfer of learning, mental workload, student motivation
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