Page 172 - Media Pembelajaran Berbasis Teknologi

Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R.
(2014). Blended learning in higher education: Institutional
adoption and implementation. Computers and Education.
https://doi.org/10.1016/j.compedu.2014.02.011
Radulovic, B., Stojanovic, M., & Zupanec, V. (2016). The effects
of laboratory inquire-based experiments and computer
simulations on high school students‗ performance and
cognitive load in physics teaching. Zbornik Instituta Za
Pedagoska Istrazivanja, 48(2), 264–283.
https://doi.org/10.2298/ZIPI1602264R
Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H.,
& Schneider, S. (2019). A Meta-analysis of the
Segmenting Effect. Educational Psychology Review,
31(2), 389–419. https://doi.org/10.1007/s10648-018-9456-
4
Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Gog,
T. Van. (2018). The effect of layout and pacing on learning
from diagrams with unnecessary text. Applied Cognitive
Psychology, 32(5), 610–621.
https://doi.org/10.1002/acp.3445
Ross, B., & Gage, K. (2006). Global perspectives on blending
learning. Bonk J. C. Graham R. C.(Eds.), The Handbook
of Blended Learning.
Scheiter, K., Schüler, A., Gerjets, P., Huk, T., & Hesse, F. W.
(2014). Extending multimedia research: How do
prerequisite knowledge and reading comprehension affect
learning from text and pictures. Computers in Human
Behavior, 31, 73–84.
https://doi.org/10.1016/j.chb.2013.09.022
Schroeder, N. L., & Adesope, O. O. (2014). A Systematic Review
of Pedagogical Agents‘ Persona, Motivation, and
Cognitive Load Implications for Learners. Journal of
Research on Technology in Education, 46(3), 229–251.
https://doi.org/10.1080/15391523.2014.888265

161