Robert K. Atkinson
Cited by
Cited by
Learning from examples: Instructional principles from the worked examples research
RK Atkinson, SJ Derry, A Renkl, D Wortham
Review of educational research 70 (2), 181-214, 2000
Optimizing learning from examples using animated pedagogical agents.
RK Atkinson
Journal of Educational Psychology 94 (2), 416, 2002
Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective
A Renkl, RK Atkinson
Educational psychologist 38 (1), 15-22, 2003
Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps.
RK Atkinson, A Renkl, MM Merrill
Journal of educational psychology 95 (4), 774, 2003
From example study to problem solving: Smooth transitions help learning
A Renkl, RK Atkinson, UH Maier, R Staley
The Journal of Experimental Education 70 (4), 293-315, 2002
Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice
RK Atkinson, RE Mayer, MM Merrill
Contemporary Educational Psychology 30 (1), 117-139, 2005
How fading worked solution steps works–a cognitive load perspective
A Renkl, RK Atkinson, CS Große
Instructional science 32 (1), 59-82, 2004
Using animations and visual cueing to support learning of scientific concepts and processes
L Lin, RK Atkinson
Computers & Education 56 (3), 650-658, 2011
Fostering multimedia learning of science: Exploring the role of an animated agent’s image
Q Dunsworth, RK Atkinson
Computers & Education 49 (3), 677-690, 2007
Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis
J Reisslein, RK Atkinson, P Seeling, M Reisslein
Learning and instruction 16 (2), 92-103, 2006
Animated pedagogical agents: Does their degree of embodiment impact learning from static or animated worked examples?
MM Lusk, RK Atkinson
Applied Cognitive Psychology: The Official Journal of the Society for …, 2007
Interactive example-based learning environments: Using interactive elements to encourage effective processing of worked examples
RK Atkinson, A Renkl
Educational Psychology Review 19 (3), 375-386, 2007
Learning from examples: Fostering self-explanations in computer-based learning environments
A Renkl, RK Atkinson
Interactive learning environments 10 (2), 105-119, 2002
From studying examples to solving problems: Fading worked-out solution steps helps learning
A Renkl, RK Atkinson, UH Maier
Proceeding of the 22nd Annual Conference of the Cognitive Science Society …, 2000
Interactive learning environments: Contemporary issues and trends. An introduction to the special issue
A Renkl, RK Atkinson
Educational Psychology Review 19 (3), 235, 2007
Transitioning from studying examples to solving problems: Combining fadijig with prompting foster learning.
RK Atkinson
J. Ed. Psychol 95, 774-783, 2003
Animated agents and learning: Does the type of verbal feedback they provide matter?
L Lin, RK Atkinson, RM Christopherson, SS Joseph, CJ Harrison
Computers & Education 67, 239-249, 2013
Aiding Transfer in Statistics: Examining the Use of Conceptually Oriented Equations and Elaborations During Subgoal Learning.
RK Atkinson, R Catrambone, MM Merrill
Journal of Educational Psychology 95 (4), 762, 2003
Learning from worked-out examples and problem solving.
A Renkl, RK Atkinson
Cambridge University Press, 2010
Investigating the impact of pedagogical agent gender matching and learner choice on learning outcomes and perceptions
G Ozogul, AM Johnson, RK Atkinson, M Reisslein
Computers & Education 67, 36-50, 2013
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