حسنآبادی، حمیدرضا.، سرمد، زهره.، و قاضیطباطبایی، محمود. (1387). مدیریت تقسیم توجه و افزونگی در محیطهای یادگیری چندرسانهای: شواهدی برای سامانههای پردازش دوگانه در حافظهیکاری. فصلنامهی علمی– پژوهشی روانشناسان ایران، سال پنجم، (17): 41 -27
Chung, W. H. (2006). The effects of presentation pace and modality on learning a multimedia science lesson. Dissertation for the degree of philosophy doctor, University of Texas at Austin.
Cohen, J. (1988). Statistical power analysis for the behavioural science (2nd Ed.). New York: Academic Press.
Domagk, S., Schwartz, R. N., & Plass, J. L. (2010). Interactivity in multimedia learning: An integrated model computers in human behavior, Computers in human behavior, 26: 1024-1033.
Evans, C., & Gibbons, N. J. (2007). The interactivity effect in multimedia learning, Computers & Education, 49: 1147-1160.
Ginns, P. (2005). Meta-analysis of the modality effect, Learning and Instruction, 15: 313-331.
Harskamp, E. G., Mayer, R. E., & Suhre, C. (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction, 17: 465-477.
Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation, Applied Cognitive Psychology, 21: 713-729.
Kirk, R. E. (1995). Experimental design: procedures for the behavioural science (3rd Ed.). New York: Wadsworth Publishing Co.
Kuhl, T., Eitel, A., Damnik, G., & Korndle, H. (2014). The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia, Computers in Human Behavior,35: 189-198.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1): 1-19.
Mayer, R. E. (2001). Multi Mayer, R. E., & Chandler, P (2001): When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93: 390-397.
Mayer, R. E., Multi Mayer, R. E., & Chandler, P. (2001): When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?, Journal of Educational Psychology, 93: 390-397.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. Mayer (Ed.), Cambridge handbook Cambridge University Press of multimedia learning (pp. 31-48). New York: Cambridge University Press.
Mayer, R. E. (2014). Incorporating motivation into multimedia learning, Learning and Instruction, 29: 171-173.
Mayer, R. E., & Colvin Clark, R. (2008). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, Essential resources for training and HR professionals, Pfeiffer.
Moreno, R., & Mayer, R. E. (2002). Aids to computer- based multimedia learning, Learning and Instruction, 12: 107-119.
Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments special issue on interactive learning environments: Contemporary issues and trends, Educational Psychology Review, 19: 309-326.
Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback, 53: 1042-1629.
Moreno, R. (2007). Optimizing learning from animations by minimizing cognitive load: Cognitive and affective consequences of signaling and segmentation methods, Applied Cognitive Psychology, 21: 1-17.
Sanchez, E., & Garcia-Rodicio, H. (2008). The use of modality in the design of verbal aids in computer-based learning environments. Interacting with computers, 10: 1016.
Segers, E., Verhoeven, L., & Hendrikse, N. H. (2008). Cognitive processes in children s multimedia text learning, Applied cognitive psychology, 22: 375-387.
Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2009). A closer look at split visual attention in system- and self-paced instruction in multimedia learning, Learning and instruction: 1-11.
Stiller, K. D., Freitag, A., Zinnbauer, P., & Freitag, C. (2009). How pacing of multimedia instructions can influence modality effects: A case of superiority of visual texts, Australasian journal of educational technology, 25(2): 184-203.
Tabbers, H. K. (2002). The modality of text in multimedia instructions: refining the design guidelines, unpublished doctoral dissertation, Open University of the Netherlands, Heerlen. Retrieved August 10, 2004, from Open University of the Netherlands.
Tabbers, H. K., Martens, R. L., & Van Merrienboer, J. J. G. (2001). The modality effect in multimedia instructions, Open University of the Netherlands: Educational technology expertise center, NL-6401.
Tabbers, H. K., Martens, R. L., & Van Merrienboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: effect of modality and cueing, British Journal of Educational Psychology, 74: 71-81.
Van Gerven, P. W. M., Paas, F., Van Merrienboer, J. J. G., & Schmidt, H. G. (2006). Modality and variability as factors in training the elderly. Applied cognitive psychology, 20: 311-320.
Yeung, A. S., Jin, P., & sweller, J. (1997). Cognitive load and learner expertise: Split- attention and redundancy effects in reading with explanatory notes, Contemporary Educational Psychology, 23: 1-21.