When quantitative details impair qualitative understanding of multimedia lessons.

Research output: Contribution to journal › Article › Academic › peer-review

2 Citations (Scopus)

Original language	Undefined/Unknown
Pages (from-to)	269-278
Number of pages	10
Journal	Educational Psychology : An International Journal of Experimental Educational Psychology
Volume	29
DOIs	https://doi.org/10.1080/01443410902795586
Publication status	Published - 2009

Access to Document

@article{416d8fb75db5473bb561ee1bb4d42afc,

title = "When quantitative details impair qualitative understanding of multimedia lessons.",

author = "Peter Verkoeijen and Huib Tabbers",

year = "2009",

doi = "10.1080/01443410902795586",

language = "Undefined/Unknown",

volume = "29",

pages = "269--278",

journal = "Educational Psychology",

issn = "0144-3410",

publisher = "Routledge",

}