Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277–320.
Anderson, T. R., & Schönborn, K. J. (2008). Bridging the educational research-teaching practice gap – conceptual understanding, Part 1: The multifaceted nature of expert knowledge. Biochemistry and Molecular Biology Education, 36(4), 309–315.
Bates, T., Cobo, C., Mariño, O., & Wheeler, S. (2020). Can artificial intelligence transform higher education? International Journal of Educational Technology in Higher Education, 17, 42.
Bikowski, D., & Casal, E. (2018). Interactive digital textbooks and engagement: A learning strategies framework. Language Learning & Technology, 22(1), 119–136.
Brooke, J. (1996). SUS-A quick and dirty usability scale. Usability Evaluation in Industry, 189(194), 4–7.
Chaudhri, V. K., Cheng, B., Overtholtzer, A., Roschelle, J., Spaulding, A., Clark, P., et al. (2013). Inquire biology: A textbook that answers questions. AI Magazine, 34(3), 55–72.
Corbett, A., Kauffman, L., Maclaren, B., Wagner, A., & Jones, E. (2010). A cognitive tutor for genetics problem solving: Learning gains and student modelling. Journal of Educational Computing Research, 42(2), 219–239.
Costley, J., & Lange, C. (2017). The mediating effects of germane cognitive load on the relationship between instructional design and students’ future behavioral intention. Electronic Journal of e-Learning, 15(2), 174–187.
de Bruin, A. B., Roelle, J., Carpenter, S. K., & Baars, M. (2020). Synthesizing cognitive load and self-regulation theory: A theoretical framework and research agenda. Educational Psychology Review, 32, 1–13.
DeVore, S., Marshman, E., & Singh, C. (2017). Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics. Physical Review Physics Education Research, 13(1), 010127.
Diefenbach, S., Kolb, N., & Hassenzahl, M. (2014). The 'Hedonic' in human–computer interaction - History, contributions, and future research directions. Proceedings of the 2014 conference on international journal of human–computer interaction 1155 designing interactive systems—DIS 14 (pp. 305–314). New York: Association for Computing Machinery.
Eitel, A., Endres, T., & Renkl, A. (2020). Self-management as a bridge between cognitive load and self-regulated learning: The illustrative case of seductive details. Educational Psychology Review, 32, 1–15.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publishing.
Finch, H. (2005). Comparison of the performance of nonparametric and parametric MANOVA test statistics when assumptions are violated. Methodology, 1(1), 27–38.
Glover, I., Hepplestone, S., Parkin, H. J., Rodger, H., & Irwin, B. (2016). Pedagogy first: Realising technology enhanced learning by focusing on teaching practice. British Journal of Educational Technology, 47(5), 993–1002.
Ibili, E., & Billinghurst, M. (2019). Assessing the relationship between cognitive load and the usability of a mobile augmented reality tutorial system: A study of gender effects. International Journal of Assessment Tools in Education, 6(3), 378–395.
Kalyuga, S., & Liu, T. C. (2015). Guest editorial: Managing cognitive load in technology-based learning environments. Journal of Educational Technology & Society, 18(4), 1–8.
Kılıç, E. (2007). The bottle neck in multimedia: Cognitive overload. Gazi University Journal of Gazi Educational Faculty, 27(2), 1–24.
Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in Psychology, 8, 1997.
Koć-Januchta, M. M., Schönborn, K. J., Tibell, L. A., Chaudhri, V. K., & Heller, H. C. (2020). Engaging with biology by asking questions: Investigating students’ interaction and learning with an artificial intelligence-enriched textbook. Journal of Educational Computing Research, 58(6), 1190–1224.
Lewis, J. R. (2018). Measuring perceived usability: The CSUQ, SUS, and UMUX. International Journal of Human-Computer Interaction, 34(12), 1148–1156.
Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., & Rafferty, A. N. (2014). Computer-guided inquiry to improve science learning. Science, 344(6180), 155–156.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service. Retrieved March 18, 2021 from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326.
Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education, 141, 103618.
Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics—A cognitive-load approach. Journal of Educational Psychology, 84, 429–434.
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32(1/2), 1–8.
Pantano, E., Rese, A., & Baier, D. (2017). Enhancing the online decision-making process by using augmented reality: A two country comparison of youth markets. Journal of Retailing and Consumer Services, 38, 81–95.
Paris, S. G., & Winograd, P. (2003). The role of self-regulated learning in contextual teaching: Principles for teacher preparation: A commissioned paper for the US Department of Education. Office of Educational Research and Improvement (ED).
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33.
Sadava, D. E., Hillis, D. M., Heller, H. C., & Hacker, S. D. (2017). LIFE (11th ed.). Macmillan Learning.
Sage, K., Augustine, H., Shand, H., Bakner, K., & Rayne, S. (2019). Reading from print, computer, and tablet: Equivalent learning in the digital age. Education and Information Technologies, 24(4), 2477–2502.
Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19(3), 285–307.
Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., & Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108.
Steffens, K. (2006). Self-regulated learning in technology-enhanced learning environments: Lessons of a European peer review. European Journal of Education, 41(3–4), 353–379.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123–138.
Sweller, J., & Chandler, P. (1991). Evidence for cognitive load theory. Cognition and Instruction, 8(4), 351–362.
Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296. https://doi.org/10.1023/A:1022193728205
Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education—Where are the educators? International Journal of Educational Technology in Higher Education, 16, 39.
Zimmerman, B. (2011). Handbook of self-regulation of learning and performance. Routledge.
Zukswert, J. M., Barker, M. K., & McDonnell, L. (2019). Identifying troublesome jargon in biology: Discrepancies between student performance and perceived understanding. CBE—Life Sciences Education, 18(1), ar6.