Considering Cognitive Load When Exploring Before Instruction: The Potential Role of Element Interactivity

IF 11.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Educational Psychology Review Pub Date : 2026-10-03 DOI:10.1007/s10648-026-10223-7

Marci S. DeCaro,Campbell R. Bego,Angela K. Thompson,Ryan J. Patrick

引用次数: 0

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在教学前探索时考虑认知负荷：元素互动性的潜在作用

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-

CiteScore

15.70

自引率

3.00%

发文量

期刊介绍： Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.