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Paas, F., & Sweller, J. (2014). Implications of Cognitive Load Theory for Multimedia Learning. In The Cambridge Handbook of Multimedia Learning (Vol. 27, pp. 27-42). Cambridge University Press.
https://doi.org/10.1017/CBO9781139547369.004

has been cited by the following article:

• TITLE: Rethinking the Use of Classroom Cases: Leveraging Generative and Multimedia Principles for Meaningful Preservice Teacher Learning

  AUTHORS: Samuel A. O. Aina, Mary A. O. Aina

  KEYWORDS: Videocases, CBI, Generative Learning, Multimedia Principles, Collaborative Learning

  JOURNAL NAME: Creative Education, Vol.14 No.5, May 26, 2023

  ABSTRACT: Preservice teachers only have a short time of classroom observation, microteaching, and field experience. This little opportunity for classroom practice poses a significant challenge to adequate teacher preparation. To address these concerns, scholars have turned to instructional strategies such as classroom cases to support preservice teachers and give them a hands-on opportunity to experience authentic teaching situations. However, many educators using cases in teacher education have yet to take maximum advantage of the evidence available to make case-based instruction more meaningful and beneficial to preservice teachers. Hence, we present a generative and interactive use of multimedia cases in preservice teacher education to maximize the benefits of cases and address the enormous gaps created by preservice teachers' limited access to the actual classroom.