A theoretical analysis of how segmentation of dynamic visualizations enhances students' learning.

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Original language	Undefined/Unknown
Pages (from-to)	411-423
Number of pages	13
Journal	Educational Psychology Review
Volume	22
DOIs	https://doi.org/10.1007/s10648-010-9135-6
Publication status	Published - 2010

Research programs

@article{49910acbbb7b41a0804b4f1172f426f2,

title = "A theoretical analysis of how segmentation of dynamic visualizations enhances students' learning.",

author = "IEA Spanjers and \{van Gog\}, Tamara and \{van Merrienboer\}, JJG",

year = "2010",

doi = "10.1007/s10648-010-9135-6",

language = "Undefined/Unknown",

volume = "22",

pages = "411--423",

journal = "Educational Psychology Review",

issn = "1040-726X",

publisher = "Springer New York",

}

TY - JOUR

T1 - A theoretical analysis of how segmentation of dynamic visualizations enhances students' learning.

AU - Spanjers, IEA

AU - van Gog, Tamara

AU - van Merrienboer, JJG

PY - 2010

Y1 - 2010

U2 - 10.1007/s10648-010-9135-6

DO - 10.1007/s10648-010-9135-6

M3 - Article

SN - 1040-726X

VL - 22

SP - 411

EP - 423

JO - Educational Psychology Review

JF - Educational Psychology Review

ER -