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38 - Cognitive Load Theory and Instructional Design for Language Learning
- from Part VI - Language Disorders, Interventions, and Instruction
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- The Cambridge Handbook of Working Memory and Language
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- 08 July 2022
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- 21 July 2022, pp 859-880
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20 - The Modality Principle in Multimedia Learning
- from Part V - Principles for Managing Essential Processing in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 261-267
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21 - The Transient Information Principle in Multimedia Learning
- from Part V - Principles for Managing Essential Processing in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 268-274
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2 - Foundations of Multimedia Learning
- from Part I - Background
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 17-24
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16 - The Redundancy Principle in Multimedia Learning
- from Part IV - Principles for Reducing Extraneous Processing in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 212-220
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6 - Implications of Cognitive Load Theory for Multimedia Learning
- from Part II - Theoretical Foundations
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 73-81
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15 - The Split-Attention Principle in Multimedia Learning
- from Part IV - Principles for Reducing Extraneous Processing in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 199-211
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36 - The Cognitive Load Self-Management Principle in Multimedia Learning
- from Part VII - Principles Based on Generative Activity in Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 19 November 2021
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- 09 December 2021, pp 430-436
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Cognitive load theory as a framework for simulation-based, ultrasound-guided internal jugular catheterization training: Once is not enough, but we must measure it first
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- Canadian Journal of Emergency Medicine / Volume 21 / Issue 5 / September 2019
- Published online by Cambridge University Press:
- 22 May 2019, E3
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- September 2019
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Cognitive load theory as a framework for simulation-based, ultrasound-guided internal jugular catheterization training: Once is not enough, but we must measure it first
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- Journal:
- Canadian Journal of Emergency Medicine / Volume 21 / Issue 5 / September 2019
- Published online by Cambridge University Press:
- 15 May 2019, E4
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- September 2019
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Cognitive load theory as a framework for simulation-based, ultrasound-guided internal jugular catheterization training: Once is not enough
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- Journal:
- Canadian Journal of Emergency Medicine / Volume 21 / Issue 1 / January 2019
- Published online by Cambridge University Press:
- 08 November 2018, pp. 141-148
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- January 2019
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Does a Drama-Inspired ‘Mirroring’ Exercise Enhance Mathematical Learning?
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- The Educational and Developmental Psychologist / Volume 33 / Issue 2 / December 2016
- Published online by Cambridge University Press:
- 24 November 2016, pp. 178-186
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- December 2016
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When Instructional Guidance is Needed
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- The Educational and Developmental Psychologist / Volume 33 / Issue 2 / December 2016
- Published online by Cambridge University Press:
- 05 October 2016, pp. 149-162
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- December 2016
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6 - Ten Common but Questionable Principles of Multimedia Learning
- from Part II - Basic Principles of Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 August 2014
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- 28 July 2014, pp 151-173
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13 - Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles
- from Part II - Basic Principles of Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 August 2014
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- 28 July 2014, pp 316-344
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21 - The Learner Control Principle in Multimedia Learning
- from Part III - Advanced Principles of Multimedia Learning
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- The Cambridge Handbook of Multimedia Learning
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- 05 August 2014
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- 28 July 2014, pp 487-512
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28 - Multimedia Learning and the Development of Mental Models
- from Part IV - Multimedia Learning of Cognitive Processes
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- The Cambridge Handbook of Multimedia Learning
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- 05 August 2014
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- 28 July 2014, pp 673-702
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