| License: Creative Commons Attribution 4.0 PDF - Published Version (349kB) |
- URN to cite this document:
- urn:nbn:de:bvb:355-epub-365868
- DOI to cite this document:
- 10.5283/epub.36586
Abstract
Background: According to research based on cognitive load theory, the way of presenting information in an instructional environment is essential to the learning outcome. By avoiding unnecessary extraneous load caused by badly designed instructions and other sources, learners are more likely to successfully construct knowledge. In addition, learner characteristics are known to affect ...
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