Participants monitored a monotonous mock telephone message. Half of the group was randomly assigned to a ‘doodling’ condition where they shaded printed shapes while listening to the telephone call. The doodling group performed better on the monitoring task and recalled 29% more information on a surprise memory test.
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4th edition of essential reference for evidence-based guidelines for designing, developing and evaluating asynchronous and synchronous e-Learning for workforce training and educational courseware.
Continue ReadingThe Cambridge Handbook of Multimedia Learning
A comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning.
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