Level of interactivity and executive functions as predictors of learning in computer-based chemistry simulations
作者：
Highlights：
• Effects of executive functions and instructional format on learning were examined.
• With less complex simulations, students learned best with exploratory approach.
• With complex simulations, executive functions interact with instructional approach.
• Low executive functions students learned best with worked approach.
• High executive functions students learned best with exploratory approach.
摘要
•Effects of executive functions and instructional format on learning were examined.•With less complex simulations, students learned best with exploratory approach.•With complex simulations, executive functions interact with instructional approach.•Low executive functions students learned best with worked approach.•High executive functions students learned best with exploratory approach.
论文关键词：Learning,Simulations,Multimedia,Executive functions,Cognitive load,Chemistry
论文评审过程：Available online 4 May 2014.
论文官网地址：https://doi.org/10.1016/j.chb.2014.03.041
