Paul Chandler

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A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration

Sofie M. M. Loyens, F. Paas, P. Chandler, 2018, Front. Psychol..

The Expertise Reversal Effect

Slava Kalyuga, J. Sweller, Paul Ayres, 2003 .

Cognitive Load Theory and the Format of Instruction

P. Chandler, J. Sweller, Paul Chandler, 1991 .

When two sensory modes are better than one

Sharon K Tindall-Ford, P. Chandler, J. Sweller, 1997 .

Increasing physical activity among young children from disadvantaged communities: study protocol of a group randomised controlled effectiveness trial

P. Chandler, S. Howard, R. Jones, 2016, BMC Public Health.

Levels of Expertise and Instructional Design

Paul Chandler, John Sweller, Slava Kalyuga, 1998, Hum. Factors.

Assimilating complex information

P. Chandler, J. Sweller, E. Pollock, 2002 .

When problem solving is superior to studying worked examples.

Slava Kalyuga, P. Chandler, J. Tuovinen, 2001 .

Learning by imagining.

Sharon K Tindall-Ford, P. Chandler, J. Sweller, 2001, Journal of experimental psychology. Applied.

Managing split-attention and redundancy in multimedia instruction

Slava Kalyuga, P. Chandler, J. Sweller, 1999 .

The Role of Visual Indicators in Dual Sensory Mode Instruction

P. Chandler, J. Sweller, Hyunju Jeung, 1997 .

Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning

Paul Chandler, John Sweller, Narciso Cerpa, 1996 .

Cognitive Load While Learning to Use a Computer Program

P. Chandler, J. Sweller, Paul Chandler, 1996 .

THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION

P. Chandler, J. Sweller, Paul Chandler, 1992 .

Incorporating Learner Experience into the Design of Multimedia Instruction.

Slava Kalyuga, P. Chandler, J. Sweller, 2000 .

‘Jump start’ childcare-based intervention to promote physical activity in pre-schoolers: six-month findings from a cluster randomised trial

P. Chandler, S. Howard, R. Jones, 2020, The international journal of behavioral nutrition and physical activity.

Immediate and delayed effects of integrating physical activity into preschool children's learning of numeracy skills.

Paul Chandler, Fred Paas, Myrto-Foteini Mavilidi, 2018, Journal of experimental child psychology.

Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment

F. Paas, P. Chandler, A. Okely, 2017 .

Infusing Physical Activities Into the Classroom: Effects on Preschool Children's Geography Learning

F. Paas, P. Chandler, A. Okely, 2016 .

Effects of Integrated Physical Exercises and Gestures on Preschool Children’s Foreign Language Vocabulary Learning

Paul Chandler, Fred Paas, Dylan P. Cliff, 2015 .

Cognitive load as a factor in the structuring of technical material.

P. Chandler, J. Sweller, P. Tierney, 1990 .

When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?

R. Mayer, P. Chandler, Paul Chandler, 2001 .

Considering Cognitive Load Theory Within E-Learning Environments

Paul Chandler, Mark Bruce Freeman, Abdullah Alasraj, 2011, PACIS.

Evidence for Cognitive Load Theory

P. Chandler, J. Sweller, Paul Chandler, 1991 .

LEARNER’S CONCEPTIONS OF ‘COMMON PLACE’ COMPUTING: APPROACHES AND POSSIBILITIES

P. Chandler, Paul Chandler, 2010 .

Self-taught approach to teaching with computers : a case study

Paul D. Chandler, Paul Chandler, 2001 .

Benefits of Guided Self-Management of Attention on Learning Accounting

Seedwell T. M. Sithole, F. Paas, P. Chandler, 2017 .

Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance

F. Paas, P. Chandler, N. Riley, 2020, International journal of environmental research and public health.

The crucial role of cognitive processes in the design of dynamic visualizations

P. Chandler, Paul Chandler, 2004 .

When imagining information is effective

P. Chandler, J. Sweller, Paul Ginns, 2003 .

Why Some Material Is Difficult to Learn

P. Chandler, J. Sweller, Paul Chandler, 1994 .

Managing One's Own Cognitive Load when Evidence of Split Attention is Present

Paul Chandler, Shirley Agostinho, Kylie Roodenrys, 2012 .

Expertise reversal effect in using explanatory notes for readers of Shakespearean text

Paul Chandler, Slava Kalyuga, Slava Kalyuga, 2010 .

Learner Experience and Efficiency of Instructional Guidance

Slava Kalyuga, P. Chandler, J. Sweller, 2001 .

The Eysenckian personality structure: a 'Giant Three' or 'Big Five' model in Hong Kong?

P. Chandler, M. Cooper, H. Ng, 1998 .

When auditory presentations should and should not be a component of multimedia instruction

P. Chandler, J. Sweller, Wayne Leahy, 2003 .

Battling the challenges of training nurses to use information systems through theory-based training material design

F. Paas, P. Chandler, Robert Yu, 2014, HIC.

Learning and understanding science instructional material.

P. Chandler, J. Sweller, Robert H. Carlson, 2003 .

Contemporary cognitive load theory research: The good, the bad and the ugly

Paul Chandler, Paul A. Kirschner, Paul Ayres, 2011, Comput. Hum. Behav..

Prevalence and risk factors of gross motor delay in pre‐schoolers

P. Chandler, Sanne L. C. Veldman, R. Jones, 2019, Journal of paediatrics and child health.

Middle years students’ experience with new media

P. Chandler, Paul Chandler, 2013 .

Cognitive load theory and instructional design

John Sweller, Paul Chandler, Sharon K Tindall-Ford, 1997 .

Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management

Shirley Agostinho, Fred Paas, Sharon Tindall-Ford, 2015, J. Educ. Technol. Soc..