Best of Both Worlds? Combining Physical and Mental Self-Management Strategies to Support Learning from Split-Attention Examples von de Koning, Björn B.

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Gestures in Instructional Animations: A Helping Hand to Understanding Non-human Movements? von de Koning, Björn B., Tabbers, Huib K.

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Effects of spatial distance on the effectiveness of mental and physical integration strategies in learning from split-attention examples von de Koning, Björn B., Rop, Gertjan, Paas, Fred

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Becoming Part of the Story! Refueling the Interest in Visualization Strategies for Reading Comprehension von De Koning, Björn B., van der Schoot, Menno

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The Effect of a Default Nudge on Experienced and Expected Autonomy: A Field Study on Food Donation von Weijers, Robert J., Wachner, Jonas, Koning, Björn B.

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Developments and Trends in Learning with Instructional Video von de Koning, Björn B., Hoogerheide, Vincent, Boucheix, Jean-Michel

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Nudging in education: from theory towards guidelines for successful implementation von Weijers, Robert J., de Koning, Björn B., Paas, Fred

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Latest trends to optimize computer-based learning: Guidelines from cognitive load theory von Castro-Alonso, Juan C., de Koning, Björn B.

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Learning from split-attention materials: Effects of teaching physical and mental learning strategies von de Koning, Björn B., Rop, Gertjan, Paas, Fred

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Can “you” make a difference? Investigating whether perspective‐taking improves performance on inconsistent mathematical word problems von Koning, Björn B., Schoot, Menno

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Research Avenues Supporting Embodied Cognition in Learning and Instruction von Castro-Alonso, Juan C., Ayres, Paul, Zhang, Shirong, de Koning, Björn B., Paas, Fred

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Model method drawing acts as a double-edged sword for solving inconsistent word problems von de Koning, Björn B., Boonen, Anton J. H., Jongerling, Joran, van Wesel, Floryt, van der Schoot, Menno

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Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective von de Koning, Björn B., Tabbers, Huib K.

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Nudging to Increase Hand Hygiene During the COVID-19 Pandemic: A Field Experiment von Weijers, Robert J., de Koning, Björn B.

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Does observing hand actions in animations and static graphics differentially affect learning of hand-manipulative tasks? von de Koning, Björn B., Marcus, Nadine, Brucker, Birgit, Ayres, Paul

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“Feel free to ask”: Nudging to promote asking questions in the online classroom von Weijers, Robert J., de Koning, Björn B., Scholten, Ester, Wong, L.Y.J., Paas, Fred

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Improved effectiveness of cueing by self-explanations when learning from a complex animation von De Koning, Björn B., Tabbers, Huib K., Rikers, Remy M. J. P., Paas, Fred

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Attention guidance in learning from a complex animation: Seeing is understanding? von de Koning, Björn B., Tabbers, Huib K., Rikers, Remy M.J.P., Paas, Fred

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Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses von Wong, Jacqueline, Baars, Martine, de Koning, Björn B., Paas, Fred

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Effects of finger and mouse pointing on learning from online split‐attention examples von Zhang, Shirong, Koning, Bjorn B., Paas, Fred

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