Learning computer algorithms through dynamic visualizations
Benefits of ‘ AlgoRythmics ’ videos
Bibliographic Data
| ID | 21499753 |
|---|---|
| Authors | Zoltán Kátai (0000-0003-2343-3629, Mathematics‐informatics Department Sapientia Hungarian University of Transylvania Targu Mures Romania, corresponding author), Erika Osztian (0000-0002-6019-5677, Mathematics‐informatics Department Sapientia Hungarian University of Transylvania Targu Mures Romania) |
| Year | 2023 |
| Volume | 39 |
| Issue | 6 |
| Pages | 2035-2046 |
| Publication date | 2023-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12864 |
| OpenAlex | W4385516472 |
| Language | EN |
| Citations received | 1 |
| References cited | 62 |
Animation · Art · Choreography · Comprehension · Computer animation · Dance · Human–computer interaction · Interactivity · Multimedia · Schematic · Visual arts · Visualization · Action Observation and Synchronization · Computer Science · Educational Games and Gamification · Mathematics · Visual and Cognitive Learning Processes · Artificial Intelligence
Cognitive Load Theory
Conflict, arousal, and curiosity.
Instructional animation versus static pictures
‘Like me’
The Fusiform Face Area
Cognitive load theory, modality of presentation and the transient information effect
Nine Ways to Reduce Cognitive Load in Multimedia Learning
An Evolutionary Upgrade of Cognitive Load Theory
Cognitive Theory of Multimedia Learning
DeFT
The Mirror-Neuron System
Cognitive Architecture and Instructional Design
I.—computing Machinery and Intelligence
Promoting computational thinking of both sciences- and humanities-oriented students
When the brain comes into play
Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load
The functions of multiple representations
Animation
When further learning fails
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |