بهرامی، کاوه. (1402). نقش ترس و اضطراب در فرایند یادگیری زبان های خارجی: بر اساس بررسی میدانی آموزش زبان آلمانی در ایران. پژوهشهای زبانشناختی در زبانهای خارجی. 13 (2)، 298-287. doi: 10.22059/jflr.2023.353194.1007
سلیمانیفرد، فائزه؛ بهنام، بیوک؛ آهنگری، سعیده (1399). بازنمایی تصویر انگلستان در وبسایت یادگیری زبان انگلیسی BBC: ترویج استعمار الکترونیکی.
فصلنامه علمی-پژوهشی زبان پژوهی دانشگاه الزهرا (س). 12 (34)، 79-47.
10.22051/jlr.2020.29500.1815
وثوقی، مرجان. (1401). مرور فراتحلیلی بر روی کارایی حافظة کارا (فعال) در جنبه‌های یادگیری مهارت‌های نوشتاری زبان انگلیسی به‌عنوان زبان خارجی. پژوهشهای زبانشناختی در زبانهای خارجی. 12 (4)، 579-552. doi: 10.22059/jflr.2022.344447.959
Aguilera‐Hermida, A. P. (2020). College students' use and acceptance of emergency online learning due to COVID‐19. International Journal of Educational Research Open, 1, 100011. 10.1016/j.ijedro.2020.100011
Anderson, M. S., Makransky, G. (2021). Validation and further Development of the multidimensional cognitive load scale for physical and online lectures (MCLS-POL). Frontiers in Psychology. 12, 1-11. doi: 10.3389/fpsyg.2021.642084.
Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 135–147). Cambridge, UK: Cambridge University Press.
Baceviciute, S., Mottelson, A., Terkildsen, T., and Makransky, G. (2020). “Investigating representation of text and audio in educational VR using learning outcomes and EEG,” in Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–13. doi: 10.1145/3313831.3376872.
Bahrami, K. (2023). The Role of Fear and Anxiety in Learning German: A Field Study of German Language Teaching in Iran. Journal of Foreign Language Research, 13(2), 287-298. doi: 10.22059/jflr.2023.353194.1007
Bănuț, M., Ndronache, D. (2023). Students’ cognitive load in online education, under the lens of learning theories. studia ubb psychol.-paed. 15 (2), 111-130.
Besser, A., Flett, G. L. , & Zeigler‐Hill, V. (2020). Adaptability to a sudden transition to online learning during the COVID‐19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology. Advance Online Publication. 10.1037/stl0000198
Boling, E. C., Hough, M. , Krinsky, H. , Saleem, H. , Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences.
The Internet and Higher Education,
15(2), 118–126.
https://doi.org/10.1016/j.iheduc.2011.11.006
Brünken, R., Plass, J. L., and Leutner, D. (2004). Assessment of cognitive load in multimedia learning with dual-task methodology: auditory load and modality effects. Instr. Sci. 32, 115–132. https://www.jstor.org/stable/41953640
Chen, Q., and Yan, Z. (2016). Does multitasking with mobile phones affect learning? A review. Comput. Hum. Behav. 54, 34–42. doi: 10.1016/j.chb.2015.07.047.
Conrad, C., & Newman, A. (2021). Measuring mind wandering during online lectures assessed with EEG. Frontiers in Human Neuroscience, 15, 697532. 10.3389/fnhum.2021.697532. doi: 10.3389/fnhum.2021.697532
Copeland, W. E., McGinnis, E. , Bai, Y. , Adams, Z. , Nardone, H. , Devadanam, V. , Rettew, J. , & Hudziak, J. J. (2021). Impact of COVID‐19 pandemic on college student mental health and wellness.
Journal of the American Academy of Child & Adolescent Psychiatry,
60(1), 134–141.e2. 10.1016/j.jaac.2020.08.466. DOI:
10.1016/j.jaac.2020.08.466
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional science, 38(2), 105-134. https://doi.org/10.1007/s11251-009-9110-0
Frederiksen, J. G., Sørensen, S. M. D., Konge, L., Svendsen, M. B. S., Nobel-Jørgensen, M., Bjerrum, F& Andersen, S. A. W. (2020). Cognitive load and performance in immersive virtual reality versus conventional virtual reality simulation training of laparoscopic surgery: A randomized trial. Surgical Endoscopy, 34(3), 1244-1252. doi: 10.1007/s00464-019-06887-8.
Houichi, A., & Sarnou, D. (2020). Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English. Arab World English Journal, 11 (4) 110-127. DOI: https://dx.doi.org/10.24093/awej/vol11no4.8
Kastaun, M., Meier, M., Küchemann, S., & Kuhn, J. (2021). Validation of Cognitive Load During Inquiry-Based Learning With Multimedia Scaffolds Using Subjective Measurement and Eye Movements. Front. Psychol. 12: 703857. doi: 10.3389/fpsyg.2021.703857.
Klepsch, M., Schmitz, F., Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous and germane cognitive load. Frontiers in Psychology. 8, 1-18. doi: 10.3389/fpsyg.2017.01997.
König, J., Jäger-Biela, D. J., and Glutsch, N. (2023). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. Eur. J. Teacher Educ. 43, 608–622. doi: 10.1080/02619768.2020.1809650.
Le Cunff, AL., Giampietro, V., Dommett, E. (2024). Neurodiversity and cognitive load in online learning: A focus group study. PLoS One. 19(4), e0301932. doi: 10.1371/journal.pone.0301932. PMID: 38626101; PMCID: PMC11020716.
Makransky, G., Mayer, R. E., Veitch, N., Hood, M., Christensen, K. B., and Gadegaard, H. (2019a). Equivalence of using a desktop virtual reality science simulation at home and in class. PLoS ONE. 14:e0214944. doi: 10.1371/journal.pone.0214944.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press
Minkley, N., Xu, K., and Krell, M. (2021). Analyzing relationships between causal and assessment factors of cognitive load: associations between objective and subjective measures of cognitive load, stress, interest, and self-concept. Front. Educ. 6. doi: 10.3389/feduc.2021.632907.
Orlov, G., McKee, D., Berry, J., Boyle, A., DiCiccio, T., Ransom, T., Rees‐Jones, A., & Stoye, J. (2021). Learning during the COVID‐19 pandemic: It is not who you teach, but how you teach. Economics Letters, 202, 109812.
Scharinger, C., Schüler, A., and Gerjets, P. (2020). Using eye-tracking and EEG to study the mental processing demands during learning of text-picture combinations. Int. J. Psychophysiol. 158, 201–214. doi: 10.1016/j.ijpsycho.2020.09.014.
Servilha, E. A. M., and Delatti, M. D. A. (2014). College students’ perception of classroom noise and its consequences on learning quality. Audiol. Commun. Res. 19, 138–144. doi: 10.1590/S2317-64312014000200007.
Soleimanifard, F., Behnam, B., Ahangari, S. (2020). The Representation of 'Britain' in BBC English Learning Website: Promoting Electronic Colonialism.
Scientific Journal of Language Research. 12 (34), 47-79.
10.22051/jlr.2020.29500.1815
Sun, P. C. , Tsai, R. J. , Finger, G. , Chen, Y. Y. , & Yeh, D. (2008). What drives a successful e‐Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. DOI: 10.1016/j.compedu.2006.11.007
Swan, K. (2019). Social construction of knowledge and the community of inquiry framework. In Open and distance education theory revisited (pp. 57–65). Springer.
Sweller, J., Ayres, P., and Kalyuga, S. (2011b). “Intrinsic and extraneous cognitive load,” in Cognitive Load Theory, eds J. Sweller, P. Ayres, and S. Kalyuga (New York, NY: Springer), 57–69). doi: 10.1007/978-1-4419-8126-4_5.
Sweller, J., Ayres, P., and Kalyuga, S. (2011c). “Measuring cognitive load,” in Cognitive Load Theory, eds J. Sweller, P. Ayres, and S. Kalyuga (New York, NY: Springer), 71–85. doi: 10.1007/978-1-4419-8126-4_6.
Sweller, J., van Merriënboer, J. J. G., and Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educ. Psychol. Rev. 10, 251–296. doi: 10.1023/A:1022193728205.
Trilisiana, N., Haryanto, H., Pujiriyanto, P., Kurniawati, W., & Sulaimon, J.T. (2023). Cognitive load in high school students during online learning amidst the Covid-19 pandemic: A qualitative study in Bantul, Indonesia. Jurnal Inovasi Teknologi Pendidikan, 10(2), 203-217. https://doi.org/10.21831/jitp.v10i2.61752
VanLeeuwen, C. A. , Veletsianos, G. , Johnson, N. , & Belikov, O. (2021). Never‐ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID‐19 pandemic.
British Journal of Educational Technology,
52(4), 1306–1322.
https://doi.org/10.1111/bjet.13065
Zheng, R., and Cook, A. (2012). Solving complex problems: a convergent approach to cognitive load measurement. Brit. J. Educ. Technol. 43, 233–246. doi: 10.1111/j.1467-8535.2010.01169.x.
)