What we learned from creating one of the world’s most popular MOOCs
暂无分享,去创建一个
[1] Logan Fiorella,et al. An eye-tracking analysis of instructor presence in video lectures , 2018, Comput. Hum. Behav..
[2] Camarin E. Rolle,et al. Video game training enhances cognitive control in older adults , 2013, Nature.
[3] M. Otto,et al. A meta-analytic review of the effects of exercise on brain-derived neurotrophic factor. , 2015, Journal of psychiatric research.
[4] C. S. Green,et al. Action video game training for cognitive enhancement , 2015, Current Opinion in Behavioral Sciences.
[5] Credence Baker,et al. The Impact of Instructor Immediacy and Presence for Online Student Affective Learning , Cognition , and Motivation , 2009 .
[6] Daniel Lindmark,et al. Four decades of research , 2009 .
[7] Richard Mayer,et al. Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.
[8] Robert C. Wolpert,et al. A Review of the , 1985 .
[9] K. Scherer,et al. How Seductive Details Do Their Damage : A Theory of Cognitive Interest in Science Learning , 2004 .
[10] Junghan Kim,et al. How Kinetic Property Shapes Novelty Perceptions , 2015 .
[11] David E. Pritchard,et al. Studying Learning in the Worldwide Classroom Research into edX's First MOOC. , 2013 .
[12] Norah E. Dunbar,et al. A Review of Humor in Educational Settings: Four Decades of Research , 2011 .
[13] S. Yantis,et al. Visual motion and attentional capture , 1994, Perception & psychophysics.
[14] Mary Hegarty,et al. Usability of concrete and virtual models in chemistry instruction , 2013, Comput. Hum. Behav..
[15] John Hattie,et al. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement , 2008 .
[16] H. Roediger,et al. Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice , 2012 .
[17] Gernot Horstmann,et al. The surprise–attention link: a review , 2015, Annals of the New York Academy of Sciences.
[18] Autumn B. Hostetter,et al. When do gestures communicate? A meta-analysis. , 2011, Psychological bulletin.
[19] Chris Baber. After phrenology: neural reuse and the interactive brain , 2017, Ergonomics.
[20] Tamara van Gog,et al. Effects of instructor presence in video modeling examples on attention and learning , 2017, Comput. Hum. Behav..
[21] Kevin Dunbar,et al. How Scientists Think in the Real World: Implications for Science Education , 2000 .
[22] Maurizio Corbetta,et al. The human brain is intrinsically organized into dynamic, anticorrelated functional networks. , 2005, Proceedings of the National Academy of Sciences of the United States of America.
[23] Yoav Bergner,et al. Who does what in a massive open online course? , 2014, Commun. ACM.
[24] M. Malbrán. The Cambridge Handbook of Multimedia Learning , 2007 .
[25] Mary Helen Immordino-Yang,et al. : IMPLICATIONS OF THE BRAIN‟S DEFAULT MODE FOR HUMAN DEVELOPMENT AND EDUCATION , 2012 .
[26] Susan Goldin-Meadow,et al. Gesturing makes memories that last. , 2010, Journal of memory and language.
[27] Daniel J. R. Christensen,et al. Sleep Drives Metabolite Clearance from the Adult Brain , 2013, Science.
[28] Irving Biederman,et al. Ha ha! versus aha! a direct comparison of humor to nonhumorous insight for determining the neural correlates of mirth. , 2015, Cerebral cortex.
[29] David Richard Moore,et al. E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning , 2006 .
[30] Fernand Gobet,et al. How chunks, long-term working memory and templates offer a cognitive explanation for neuroimaging data on expertise acquisition: A two-stage framework , 2012, Brain and Cognition.
[31] C. S. Green,et al. Meta-Analysis of Action Video Game Impact on Perceptual, Attentional, and Cognitive Skills , 2018, Psychological bulletin.
[32] P. Lewis,et al. Overnight consolidation aids the transfer of statistical knowledge from the medial temporal lobe to the striatum. , 2013, Cerebral cortex.
[33] M. Kane,et al. Does mind wandering reflect executive function or executive failure? Comment on Smallwood and Schooler (2006) and Watkins (2008). , 2010, Psychological bulletin.
[34] Piers Steel. The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. , 2007, Psychological bulletin.
[35] Joaquim Carlos Rossini. Looming motion and visual attention , 2014 .
[36] C. S. Green,et al. Brain plasticity through the life span: learning to learn and action video games. , 2012, Annual review of neuroscience.
[37] Daniela Jeder,et al. Implications of Using Humor in the Classroom , 2015 .
[38] Lorenzo Magnani,et al. Model-Based Reasoning in Scientific Discovery , 1999, Springer US.
[39] W. Gan,et al. Sleep promotes branch-specific formation of dendritic spines after learning , 2014, Science.
[40] F. Paas,et al. Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design , 2009 .
[41] Vinod Goel,et al. Towards a theory of thinking : building blocks for a conceptual framework , 2010 .
[42] M. Raichle. The brain's default mode network. , 2015, Annual review of neuroscience.
[43] John Dunlosky,et al. Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology , 2012 .
[44] Christina J. Howard,et al. Unexpected changes in direction of motion attract attention. , 2010, Attention, perception & psychophysics.
[45] Joanna A. Christodoulou,et al. Rest Is Not Idleness , 2012, Perspectives on psychological science : a journal of the Association for Psychological Science.
[46] E. Terhart. Hattie, John. Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London: Routledge, 2008. 378 S. [Rezension] , 2011 .
[47] Björn B. de Koning,et al. Developments and Trends in Learning with Instructional Video , 2018, Comput. Hum. Behav..