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For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389–401. https://doi.org/10.1037/0022-0663.86.3.389 retrieved from https://www.proquest.com/docview/614350734?parentSessionId=RcOYX1ec6RbRMBZ%2B5tlzRPszWTBzwNLUhcAQoAo4umM%3D&pq-origsite=primo&accountid=14496#s11
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For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning
Concurrent presentation of verbal and visual descriptions of a system increases the likelihood that students will be able to build connections between their mental representations of visually and verbally presented explanations