A split-attention effect in multimedia learning: Evidence for a dual-channel theory of working memory: (536982012-105)
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
The monologue learning strategy minimizes distractions and exerts less cognitive load on the user because it requires minimum back-and-forth interaction.
“Since the monologue learning strategy requires minimum back-and-forth interaction with HB, it minimizes distractions and exerts a less cognitive load on the user [52,67,73].”
From OK Google, Let's Learn: Using Voice User Interfaces for Informal Self-Regulated Learning of Health Topics among Younger and Older Adults (2023) · cites this paper as [67]
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Cited by 1
- Authors
- Mayer, R. E., & Moreno, R.
- ORCID
- Mayer, Richard E.
- Venue
- PsycEXTRA Dataset
- Published
- 1997
- OpenAlex
- W4229967615
- Cited by
- 1
- References
- 0
- Type
- dataset
- Language
- en
- Open access
- closed
- Locations
- PsycEXTRA Dataset (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Keywords
- split-attention effect, multimedia learning, working memory, cognitive load, instructional design
About these checks
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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