Page 24 - International Perspectives on Effective Teaching and Learning in Digital Education

Maša Černelič-Bizjak and Sabina Ličen

Hartnett, M. (16). The importance of motivation in online learning. In M. Hart-
nett, Motivation in online education (pp. 5–3). Springer.
Hsu, H. C. K., Wang, C. V., & Levesque-Bristol, C. (19). Reexamining the impact
of self-determination theory on learning outcomes in the online learning
environment. Education and Information Technologies, 24(3), 159–174.
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton,
H., & Li, J. (). The impact of gamification in educational settings on
student learning outcomes: A meta-analysis. Educational Technology
Research and Deve lopment, 68, 1875–191.
Hug, T., & Friesen, N. (7). Outline of a microlearning agenda. In T. Hug (Ed.),
Didactics of microlearning: Concepts, discourses and examples (pp. 15–31).
Jacob, R., & Parkinson, J. (15). The potential for school-based interventions
that target executive function to improve academic achievement: A
review. Review of Educational Research, 85(4), 51–55.
Januchta, M. M. K., Schönborn, K. J., Roehrig, C., Chaudhri, V. K., Tibell, L., &
Heller, H. C. (). ‘Connecting concepts helps put main ideas together’:
Cognitive load and usability in learning biology with an AI-enriched text-
book. International Journal of Educational Technology in Higher Education,
19, 1.
Kassai, R., Futo, J., Demetrovics, Z., & Takacs, Z. K. (19). A meta-analysis of the
experimental evidence on the near- and far-transfer effects among chil-
dren’s executive function skills. Psychological Bulletin, 145(), 165.
Keller, J. M. (1987). Development and use of the ARCS model of instructional
design. Journal of Instructional Development, 10(3), –1.
Keller, J. M. (9). Motivational design for learning and performance: The ARCS
model approach. Springer.
Kirjakovski, A. (3). Rethinking perception and cognition in the digital envi-
ronment. Frontiers in Cognition, 2, 16644.
Lazowski, R. A., & Hulleman, C. S. (16). Motivation interventions in education:
A meta-analytic review. Review of Educational Research, 86(), 6–64.
Li, X., Odhiambo, F. A., & Ocansey, D. K. W. (3). The effect of students’ online
learning experience on their satisfaction during the COVID-19 pandemic:
The mediating role of preference. Frontiers in Psychology, 14. https://doi
.org/1.3389/fpsyg.3.19573
Oberauer, K. (19). Working memory and attention: A conceptual analysis and
review. Journal of Cognition, 2(1). https://doi.org/1.5334/joc.58
Orru, G., & Longo, L. (19). The Evolution of cognitive load theory and the
measurement of its intrinsic, extraneous and germane loads: A review. In
L. Longo & M. Leva (Eds.), Human mental workload: Models and applica-
tions (pp. 3–48). Springer.

4