Seite - 216 - in L3T - Lehrbuch für Lernen und Lehren mit Technologien

216 Gerjets, P.; Scheiter, K.; Opfermann, M.; Hesse, F.W. & Eysink, T.H.S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370. Jadin, T.; Batinic, B. & Gruber, A. (2009). Learning with E-lectures. The Meaning of Learning Strategies. Journal of Educational Technology & Society, 12(3), Special Issue on „Technology Support for Self-Organized Learners”, URL: http://www.ifets.info/journals/12_3/23.pdf [2010-12-06]. Kalyuga, S.; Ayres, P. Chandler, P. & Sweller, J. (2003). The Expertise Reversal Effect. Educational Psychologist, 38(1), 23-31. Kalyuga, S.; Chandler, P. & Sweller, J. (2000). Incorporating Learner Experience into the Design of Multimedia Instruction. Journal of Educational Psychology, 92(1), 126-136. Mayer, R. E. (2009). Multimedia Learning. Cambridge: Cambridge University Press. Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press. Schwan, S. & Hesse, F.W. (2004). Kognitionspsychologische Grundlagen. In: R. Mangold, P. Vorderer & G. Bente (Hrsg.), Lehrbuch der Medienpsychologie, Göttingen: Hogrefe Verlag, 73-99. Zimbardo, P. G. & Gerrig, R. J. (2004). Psychologie. München: Pearson Studium.