Cognitive load influences learners' interactions with one another and with the learning
environment could lead to either optimizing or obstructing information processing in the …

Recent research in a text-based educational context has demonstrated a seemingly
paradoxical disfluency effect in reading, namely that learning with hard-to-read (disfluent) …

In this study, considering the effect of interactive learning environments on human cognition,
we have examined extraneous processing effects of multimedia materials on cognitive load …

There is much evidence that metacognitive judgments, such as people's predictions of their
future memory performance (judgments of learning, JOLs), are inferences based on cues …

According to analytic-processing theory, when people are asked to judge their future
memory performance, they search for cues that will help them reduce their uncertainty for …

The font size effect on judgments of learning (JOLs) refers to the fact that people give higher
JOLs to large than to small font size words, despite font size having no effect on retention …

The font size effect is a metamemory illusion in which larger-font items produce higher
judgments of learning (JOLs) but not better memory, relative to smaller-font items. We …

Presenting information in a perceptually degraded format sometimes enhances learning
outcomes. However, earlier studies in which words were presented in large or small fonts in …

As counterpart of fluency, the concept of disfluency refers to the metacognitive experience of
ease or difficulty associated with completing a mental task. If task completion is perceived as …

While some difficult learning conditions can improve learning, the findings regarding the
contribution to learning of disfluent, hard-to-read text materials have been inconsistent. We …