The role of decorative pictures in learning von Lenzner, Alwine, Schnotz, Wolfgang, Müller, Andreas

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Multiple mental representations in picture processing von Schnotz, Wolfgang, Hauck, Georg, Schwartz, Neil H.

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Construction and interference in learning from multiple representation von Schnotz, Wolfgang, Bannert, Maria

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Learning the Concept of Function With Dynamic Visualizations von Rolfes, Tobias, Roth, Jürgen, Schnotz, Wolfgang

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Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency von Rasch, Thorsten, Schnotz, Wolfgang

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Gender-Specific Covariations between Competencies, Interest and Effort during Science Learning in Virtual Environments von Christophel, Eva, Schnotz, Wolfgang

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Effects of animation's speed of presentation on perceptual processing and learning von Meyer, Katja, Rasch, Thorsten, Schnotz, Wolfgang

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Construction and Elaboration of Mental Models Through Strategic Conjoint Processing of Text and Pictures von Schnotz, Wolfgang, Wagner, Inga

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External and internal representations in the acquisition and use of knowledge: visualization effects on mental model construction von Schnotz, Wolfgang, Kürschner, Christian

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Improving Learners' Representational Coherence Ability with Experiment-Related Representational Activity Tasks von Scheid, Jochen, Müller, Andreas, Hettmannsperger, Rosa, Schnotz, Wolfgang

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The Effects of Context-based Problem-solving Tasks on Students’ Interest and Metacognitive Experiences von Pozas, Marcela, Löffler, Patrick, Schnotz, Wolfgang, Kauertz, Alexander

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Towards an Integrated View of Learning From Text and Visual Displays von Schnotz, Wolfgang

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Reanalyzing the expertise reversal effect von Schnotz, Wolfgang

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Surface and deep structures in graphics comprehension von Schnotz, Wolfgang, Baadte, Christiane

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Commentary: Towards an Integrated View of Learning from Text and Visual Displays von Schnotz, Wolfgang

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Texts and pictures serve different functions in conjoint mental model construction and adaptation von Zhao, Fang, Schnotz, Wolfgang, Wagner, Inga, Gaschler, Robert

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A Reconsideration of Cognitive Load Theory von Schnotz, Wolfgang, Kürschner, Christian

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Enabling, Facilitating, and Inhibiting Effects of Animations in Multimedia Learning: Why Reduction of Cognitive Load Can Have Negative Results on Learning von Schnotz, Wolfgang, Rasch, Thorsten

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Learning and instruction: a review of main research lines during recent decades von Schnotz, Wolfgang

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Accuracy of metacognitive judgments as a moderator of learner control effectiveness in problem-solving tasks von Mihalca, Loredana, Mengelkamp, Christoph, Schnotz, Wolfgang

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