Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder-to-Read Mean Better-to-Understand?

Author:

Eitel, Alexander; Kuehl, Tim; Scheiter, Katharina; Gerjets, Peter

Tübinger Autor(en):

Published in:

Applied Cognitive Psychology (2014), Bd. 28, H. 4, S. 488-501

Verlagsangabe:

Wiley - Blackwell

Language:

English

Full text:

ISSN:

0888-4080

DDC Classifikation:

150 - Psychology

Dokumentart:

Article

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