TRÍ TUỆ GIẢ TẠO - INTERNET ĐÃ LÀM GÌ CHÚNG TA- - Trang 268

[236]

D. S. Niederhauser, R. E. Reynolds, D. J. Salmen, and P.

Skolmoski, “The Influence of Cognitive Load on Learning from Hypertext,”
Journal of Educational Computing Research, 23, no. 3 (2000): 237-55.

[237]

Erping Zhu, “Hypermedia Interface Design: The Effects of Number

of Links and Granularity of Nodes,” Journal of Educational Multimedia and
Hypermedia, 8, no. 3 (1999): 331-58.

[238]

Diana DeStefano and Jo-Anne LeFevre, “Cognitive Load in

Hypertext Reading: A Review,” Computers in Human Behavior, 23, no. 3
(May 2007): 1616-41. The paper was originally published online on
September 30, 2005.

[239]

Steven C. Rockwell and Loy A. Singleton, “The Effect of the

Modality of Presentation of Streaming Multimedia on Information
Acquisition,” Media Psychology, 9 (2007): 179-91.

[240]

Helene Hembrooke and Geri Gay, “The Laptop and the Lecture:

The Effects of Multitasking in Learning Environments,” Journal of
Computing in Higher Education, 15, no. 1 (September 2003): 46-64.

[241]

Lori Bergen, Tom Grimes, and Deborah Potter, “How Attention

Partitions Itself during Simultaneous Message Presentations,” Human
Communication Research, 31, no. 3 (July 2005): 311-36.

[242]

Sweller, Instructional Design, 137-47.

[243]

K. Renaud, J. Ramsay, and M. Hair, “‘You’ve Got Email!’ Shall I

Deal with It Now?,” International Journal of Human-Computer Interaction,
21, no. 3 (2006): 313-32.

[244]

See, for example, J. Gregory Trafton and Christopher A. Monk,

“Task Interruptions,” Reviews of Human Factors and Ergonomics, 3 (2008):
111-26. Researchers believe that frequent interruptions lead to cognitive
overload and impair the formation of memories.

Liên Kết Chia Sẽ

** Đây là liên kết chia sẻ bới cộng đồng người dùng, chúng tôi không chịu trách nhiệm gì về nội dung của các thông tin này. Nếu có liên kết nào không phù hợp xin hãy báo cho admin.