The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia
Year: 2014
Type: article
Source: Computers in Human Behavior
Institutions: University of Mannheim, Technische Universität Dresden
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2029306563