{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,2]],"date-time":"2026-02-02T14:24:28Z","timestamp":1770042268027,"version":"3.49.0"},"reference-count":51,"publisher":"Springer Science and Business Media LLC","issue":"2","license":[{"start":{"date-parts":[[2024,8,1]],"date-time":"2024-08-01T00:00:00Z","timestamp":1722470400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2024,8,1]],"date-time":"2024-08-01T00:00:00Z","timestamp":1722470400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100006447","name":"University of Zurich","doi-asserted-by":"crossref","id":[{"id":"10.13039\/501100006447","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Tech Know Learn"],"published-print":{"date-parts":[[2025,6]]},"abstract":"<jats:title>Abstract<\/jats:title>\n          <jats:p>Digital technologies have facilitated access to instructional multimedia materials, and a large body of literature has shown that these technologies can support students\u2019 learning. However, recent research also shows that many teachers have misconceptions about learning from multimedia materials. Further, numerous studies point out that numerous factors account for the successful use of technologies in class. Based on data from a large-scale study with upper secondary school teachers (<jats:italic>n<\/jats:italic>\u2009=\u20092247), we analyzed what predicted teachers\u2019 creation of digital multimedia, to determine whether it was solely technology related factors derived from the will-skill-tool pedagogy model, or also factors related to teachers\u2019 alignment with well-established design and processing principles of multimedia learning. Overall, a third of the respondents were fully aligned with the multimedia principles, and another third with all but the coherence principle. We investigated how this alignment affects the creation of multimedia learning material. Multilevel linear modeling analysis (MLM) indicates that of all multimedia principles, only the dual coding assumption has a significant and positive impact on teachers\u2019 frequency of multimedia document creation. In addition, teachers\u2019 positive beliefs about technology use in class, their self-reported technological knowledge (skill) and their self-reported knowledge in teaching with digital technologies significantly and positively predict how often they create digital multimedia documents. These results stress that, for now, teachers rely more on their technological beliefs and self-reported knowledge to integrate digital tools in their lesson than on their alignment with multimedia design guidelines. As previous studies show that available digital instructional multimedia do not always follow multimedia learning principles, this could lead teachers to create or use inappropriate digital multimedia materials.<\/jats:p>","DOI":"10.1007\/s10758-024-09770-1","type":"journal-article","created":{"date-parts":[[2024,8,1]],"date-time":"2024-08-01T07:07:36Z","timestamp":1722496056000},"page":"637-653","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Teachers as Creators of Digital Multimedia Learning Materials: Are they Aligned with Multimedia Learning Principles"],"prefix":"10.1007","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3074-9018","authenticated-orcid":false,"given":"Juliette C.","family":"D\u00e9siron","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1358-5461","authenticated-orcid":false,"given":"Maria-Luisa","family":"Schmitz","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1569-1302","authenticated-orcid":false,"given":"Dominik","family":"Petko","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2024,8,1]]},"reference":[{"issue":"1","key":"9770_CR3","doi-asserted-by":"publisher","first-page":"91","DOI":"10.1016\/j.compedu.2010.08.017","volume":"56","author":"DD Agyei","year":"2011","unstructured":"Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers\u2019 use of technology. Computers and Education, 56(1), 91\u2013100. https:\/\/doi.org\/10.1016\/j.compedu.2010.08.017.","journal-title":"Computers and Education"},{"issue":"2","key":"9770_CR4","doi-asserted-by":"publisher","first-page":"267","DOI":"10.1016\/j.chb.2004.06.002","volume":"22","author":"A Antonietti","year":"2006","unstructured":"Antonietti, A., & Giorgetti, M. (2006). Teachers\u2019 beliefs about learning from multimedia. Computers in Human Behavior, 22(2), 267\u2013282. https:\/\/doi.org\/10.1016\/j.chb.2004.06.002.","journal-title":"Computers in Human Behavior"},{"issue":"April 2020","key":"9770_CR5","doi-asserted-by":"publisher","first-page":"104159","DOI":"10.1016\/j.compedu.2021.104159","volume":"166","author":"I Backfisch","year":"2021","unstructured":"Backfisch, I., Lachner, A., St\u00fcrmer, K., & Scheiter, K. (2021). Variability of teachers\u2019 technology integration in the classroom: A matter of utility! Computers and Education, 166(April 2020), 104159. https:\/\/doi.org\/10.1016\/j.compedu.2021.104159.","journal-title":"Computers and Education"},{"issue":"5044","key":"9770_CR6","doi-asserted-by":"publisher","first-page":"556","DOI":"10.1016\/j.cub.2009.12.014","volume":"255","author":"A Baddeley","year":"1992","unstructured":"Baddeley, A. (1992). Working memory. Science, 255(5044), 556\u2013559. https:\/\/doi.org\/10.1016\/j.cub.2009.12.014.","journal-title":"Science"},{"issue":"10","key":"9770_CR7","doi-asserted-by":"publisher","first-page":"829","DOI":"10.1038\/nrn1201","volume":"4","author":"A Baddeley","year":"2003","unstructured":"Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829\u2013839.","journal-title":"Nature Reviews Neuroscience"},{"key":"9770_CR8","unstructured":"B\u00e9trancourt, M., Ainsworth, S., de Vries, E., Boucheix, J. M., & Lowe, R. K. (2012). Graphicacy: Do readers of science textbooks need it? [Paper presentation] staging knowledge and experience: How to take advantage of representational technologies in education (pp. 28\u201331). Grenoble, EARLI SIG2."},{"issue":"2\u20133","key":"9770_CR9","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1300\/J025v18n02_02","volume":"18","author":"R Christensen","year":"2001","unstructured":"Christensen, R., & Knezek, G. (2001). Instruments for assessing the impact of Technology in Education. Computers in the Schools, 18(2\u20133), 5\u201325. https:\/\/doi.org\/10.1300\/J025v18n02_02.","journal-title":"Computers in the Schools"},{"issue":"3","key":"9770_CR10","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1007\/BF01320076","volume":"3","author":"JM Clark","year":"1991","unstructured":"Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149\u2013210. https:\/\/doi.org\/10.1007\/BF01320076.","journal-title":"Educational Psychology Review"},{"issue":"4","key":"9770_CR11","doi-asserted-by":"publisher","first-page":"928","DOI":"10.1111\/bjet.12473","volume":"48","author":"A Drummond","year":"2017","unstructured":"Drummond, A., & Sweeney, T. (2017). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? British Journal of Educational Technology, 48(4), 928\u2013939. https:\/\/doi.org\/10.1111\/bjet.12473.","journal-title":"British Journal of Educational Technology"},{"issue":"3","key":"9770_CR12","doi-asserted-by":"publisher","first-page":"420","DOI":"10.1177\/14757257211028723","volume":"20","author":"A Eitel","year":"2021","unstructured":"Eitel, A., Prinz, A., Kollmer, J., Niessen, L., Russow, J., Lud\u00e4scher, M., Renkl, A., & Lindner, M. A. (2021). The misconceptions about multimedia learning questionnaire: An empirical evaluation study with teachers and student teachers. Psychology Learning and Teaching, 20(3), 420\u2013444. https:\/\/doi.org\/10.1177\/14757257211028723.","journal-title":"Psychology Learning and Teaching"},{"issue":"2","key":"9770_CR13","doi-asserted-by":"publisher","first-page":"121","DOI":"10.1037\/1082-989X.12.2.121","volume":"12","author":"CK Enders","year":"2007","unstructured":"Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12(2), 121\u2013138. https:\/\/doi.org\/10.1037\/1082-989X.12.2.121.","journal-title":"Psychological Methods"},{"issue":"4","key":"9770_CR14","doi-asserted-by":"publisher","first-page":"514","DOI":"10.1111\/jcal.12418","volume":"36","author":"T Endres","year":"2020","unstructured":"Endres, T., Weyreter, S., Renkl, A., & Eitel, A. (2020). When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence. Journal of Computer Assisted Learning, 36(4), 514\u2013525.","journal-title":"Journal of Computer Assisted Learning"},{"issue":"4","key":"9770_CR15","doi-asserted-by":"publisher","first-page":"25","DOI":"10.1007\/BF02504683","volume":"53","author":"PA Ertmer","year":"2005","unstructured":"Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration ? Educational Technology Research and Development, 53(4), 25\u201339.","journal-title":"Educational Technology Research and Development"},{"issue":"November 2018","key":"9770_CR16","doi-asserted-by":"publisher","first-page":"81","DOI":"10.1016\/j.compedu.2018.11.010","volume":"130","author":"D Farjon","year":"2019","unstructured":"Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers and Education, 130(November 2018), 81\u201393. https:\/\/doi.org\/10.1016\/j.compedu.2018.11.010.","journal-title":"Computers and Education"},{"key":"9770_CR17","doi-asserted-by":"publisher","first-page":"465","DOI":"10.1016\/j.chb.2018.07.015","volume":"89","author":"L Fiorella","year":"2018","unstructured":"Fiorella, L., & Mayer, R. E. (2018). What works and doesn\u2019t work with instructional video. Computers in Human Behavior, 89, 465\u2013470.","journal-title":"Computers in Human Behavior"},{"issue":"2","key":"9770_CR18","doi-asserted-by":"publisher","first-page":"153","DOI":"10.1214\/088342306000000691","volume":"22","author":"A Gelman","year":"2007","unstructured":"Gelman, A. (2007). Struggles with survey weighting and regression modeling. Statistical Science, 22(2), 153\u2013164. https:\/\/doi.org\/10.1214\/088342306000000691.","journal-title":"Statistical Science"},{"issue":"6","key":"9770_CR19","doi-asserted-by":"publisher","first-page":"3405","DOI":"10.1111\/bjet.12745","volume":"50","author":"DG Grant","year":"2019","unstructured":"Grant, D. G. (2019). Predicting web 2.0 use among US teens\u2014expanding the power of the skill, will and tool model. British Journal of Educational Technology, 50(6), 3405\u20133419. https:\/\/doi.org\/10.1111\/bjet.12745.","journal-title":"British Journal of Educational Technology"},{"key":"9770_CR20","doi-asserted-by":"publisher","first-page":"166","DOI":"10.1016\/j.compedu.2016.12.006","volume":"106","author":"PA Kirschner","year":"2017","unstructured":"Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers and Education, 106, 166\u2013171. https:\/\/doi.org\/10.1016\/j.compedu.2016.12.006.","journal-title":"Computers and Education"},{"key":"9770_CR21","doi-asserted-by":"publisher","unstructured":"Knezek, G., & Christensen, R. (2008). The importance of information technology attitudes and competencies in primary and secondary education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 321\u2013331). Springer. https:\/\/doi.org\/10.1007\/978-0-387-73315-9_19.","DOI":"10.1007\/978-0-387-73315-9_19"},{"issue":"3","key":"9770_CR22","doi-asserted-by":"publisher","first-page":"307","DOI":"10.1007\/s12528-016-9120-2","volume":"28","author":"G Knezek","year":"2016","unstructured":"Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology integration: Adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307\u2013325. https:\/\/doi.org\/10.1007\/s12528-016-9120-2.","journal-title":"Journal of Computing in Higher Education"},{"key":"9770_CR23","unstructured":"Knezek, G., & Christensen, R. (2023). July). Preservice teachers\u2019 Technology experiences and TPACK Core: Enhancing the WST Model of Technology Integration. EdMedia\u2009+\u2009Innovate Learning (pp. 376\u2013385). Association for the Advancement of Computing in Education (AACE)."},{"key":"9770_CR024","doi-asserted-by":"publisher","unstructured":"La Torre, S., & D\u00e9siron, J. C. (2024). From research to practice: Are multimedia principles present in instructional videos used by teachers in science and history?. Technology, Knowledge and Learning, 1\u201324. https:\/\/doi.org\/10.1007\/s10758-024-09753-2.","DOI":"10.1007\/s10758-024-09753-2"},{"key":"9770_CR24","unstructured":"Licht, F., Krebs, M. C., & Eitel, A. (2023, August). Which explainer video is the one to choose? Insights into how teachers select explainer videos. European Association for Research on Learning and Instruction (EARLI). Thessaloniki."},{"key":"9770_CR25","doi-asserted-by":"publisher","unstructured":"Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31\u201346). Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9780511816819.004.","DOI":"10.1017\/CBO9780511816819.004"},{"key":"9770_CR26","doi-asserted-by":"publisher","unstructured":"Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 43\u201371). Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9781139547369.005.","DOI":"10.1017\/CBO9781139547369.005"},{"key":"9770_CR27","doi-asserted-by":"publisher","unstructured":"Mayer, R. E. (2021). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (3rd ed., pp. 43\u201371). Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9781139547369.005.","DOI":"10.1017\/CBO9781139547369.005"},{"key":"9770_CR28","doi-asserted-by":"publisher","unstructured":"Meinck, S. (2015). Computing sampling weights in large-scale assessments in education. Survey methods: Insights from the field. Weighting: Practical Issues and \u2018How to\u2019 Approach. Retrieved fromhttps:\/\/surveyinsights.org\/?p=5353. https:\/\/https:\/\/doi.org\/10.13094\/SMIF-2015-00004.","DOI":"10.13094\/SMIF-2015-00004"},{"key":"9770_CR029","doi-asserted-by":"publisher","unstructured":"Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017\u20131054. https:\/\/doi.org\/10.1111\/j.1467-9620.2006.00684.x.","DOI":"10.1111\/j.1467-9620.2006.00684.x"},{"issue":"1","key":"9770_CR29","doi-asserted-by":"publisher","first-page":"117","DOI":"10.1037\/0022-0663.92.1.117","volume":"92","author":"R Moreno","year":"2000","unstructured":"Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117\u2013125. https:\/\/doi.org\/10.1037\/0022-0663.92.1.117.","journal-title":"Journal of Educational Psychology"},{"issue":"3","key":"9770_CR30","doi-asserted-by":"publisher","first-page":"413","DOI":"10.3102\/00346543211052329","volume":"92","author":"M Noetel","year":"2021","unstructured":"Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Multimedia design for learning: An overview of reviews with meta-meta-analysis. Review of Educational Research, 92(3), 413\u2013454. https:\/\/doi.org\/10.3102\/00346543211052329.","journal-title":"Review of Educational Research"},{"key":"9770_CR31","doi-asserted-by":"publisher","unstructured":"Oh, E. G., Chang, Y., & Park, S. W. (2019). Design review of MOOCs: Application of e-learning design principles. Journal of Computing in Higher Education, 0123456789. https:\/\/doi.org\/10.1007\/s12528-019-09243-w.","DOI":"10.1007\/s12528-019-09243-w"},{"key":"9770_CR32","unstructured":"Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press."},{"issue":"4","key":"9770_CR33","doi-asserted-by":"publisher","first-page":"1351","DOI":"10.1016\/j.compedu.2011.12.013","volume":"58","author":"D Petko","year":"2012","unstructured":"Petko, D. (2012). Teachers\u2019 pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the will, skill, tool model and integrating teachers\u2019 constructivist orientations. Computers and Education, 58(4), 1351\u20131359. https:\/\/doi.org\/10.1016\/j.compedu.2011.12.013.","journal-title":"Computers and Education"},{"key":"9770_CR35","unstructured":"Petko, D., & Prasse, D. (2018). Exploring the Impact of Stakeholder Engagement on the Integration of Educational Technology in Elementary Schools: Expanding the Will-Skill-Tool Model with Contextual Variables. In Society for Information Technology & Teacher Education International Conference (pp. 1068\u20131074). Association for the Advancement of Computing in Education (AACE)."},{"issue":"8","key":"9770_CR34","doi-asserted-by":"publisher","first-page":"1070","DOI":"10.1177\/0735633116649373","volume":"54","author":"D Petko","year":"2017","unstructured":"Petko, D., Cantieni, A., & Prasse, D. (2017). Perceived quality of educational technology matters: A secondary analysis of students ICT use, ICT-related attitudes, and PISA 2012 test scores. Journal of Educational Computing Research, 54(8), 1070\u20131091. https:\/\/doi.org\/10.1177\/0735633116649373.","journal-title":"Journal of Educational Computing Research"},{"issue":"1","key":"9770_CR36","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/07380569.2018.1428007","volume":"35","author":"D Petko","year":"2018","unstructured":"Petko, D., Prasse, D., & Cantieni, A. (2018). The interplay of school readiness and teacher readiness for educational technology integration: A structural equation model. Computers in the Schools, 35(1), 1\u201318. https:\/\/doi.org\/10.1080\/07380569.2018.1428007.","journal-title":"Computers in the Schools"},{"key":"9770_CR37","doi-asserted-by":"publisher","unstructured":"Pozas, M. (2021). V. Letzel (Ed.), Do you think you have what it takes? Exploring predictors of pre-service teachers\u2019 prospective ICT use. Technology Knowledge and Learning 0123456789 https:\/\/doi.org\/10.1007\/s10758-021-09551-0.","DOI":"10.1007\/s10758-021-09551-0"},{"issue":"3","key":"9770_CR38","doi-asserted-by":"publisher","first-page":"599","DOI":"10.1007\/s10648-015-9340-4","volume":"29","author":"A Renkl","year":"2017","unstructured":"Renkl, A., & Scheiter, K. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29(3), 599\u2013621.","journal-title":"Educational Psychology Review"},{"key":"9770_CR39","doi-asserted-by":"publisher","unstructured":"Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H., & Schneider, S. (2019). A meta-analysis of the segmentation effect. Educational Psychology Review, 31(2). https:\/\/doi.org\/10.1007\/s10648-018-9456-4.","DOI":"10.1007\/s10648-018-9456-4"},{"key":"9770_CR40","doi-asserted-by":"publisher","unstructured":"Ring, M., & Brahm, T. (2022). A Rating Framework for the Quality of Video Explanations. In Technology, Knowledge and Learning (Issue 0123456789). Springer Netherlands. https:\/\/doi.org\/10.1007\/s10758-022-09635-5.","DOI":"10.1007\/s10758-022-09635-5"},{"issue":"3","key":"9770_CR41","doi-asserted-by":"publisher","first-page":"443","DOI":"10.1007\/s40692-021-00185-w","volume":"8","author":"RS Sasota","year":"2021","unstructured":"Sasota, R. S., Cristobal, R. R., Sario, I. S., Biyo, J. T., & Magadia, J. C. (2021). Will\u2013skill\u2013tool (WST) model of technology integration in teaching science and mathematics in the Philippines. Journal of Computers in Education, 8(3), 443\u2013464. https:\/\/doi.org\/10.1007\/s40692-021-00185-w.","journal-title":"Journal of Computers in Education"},{"key":"9770_CR42","doi-asserted-by":"publisher","unstructured":"Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for technological pedagogical content knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers and Education, 157. https:\/\/doi.org\/10.1016\/j.compedu.2020.103967.","DOI":"10.1016\/j.compedu.2020.103967"},{"key":"9770_CR43","doi-asserted-by":"publisher","unstructured":"Schmitz, M. L., Antonietti, C., Cattaneo, A., Gonon, P., & Petko, D. (2022). When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe. Computers and Education, 179(December 2021), 104411. https:\/\/doi.org\/10.1016\/j.compedu.2021.104411.","DOI":"10.1016\/j.compedu.2021.104411"},{"key":"9770_CR043","doi-asserted-by":"publisher","unstructured":"Schmitz, M. L., Consoli, T., Antonietti, C., Cattaneo, A., Gonon, P., & Petko, D. (2024). Why do some teachers teach media literacy while others do not? Exploring predictors along the \u201cwill, skill, tool, pedagogy\u201d model. Computers in Human Behavior, 151, 108004. https:\/\/doi.org\/10.1016\/j.chb.2023.108004.","DOI":"10.1016\/j.chb.2023.108004"},{"issue":"1","key":"9770_CR44","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1007\/s10648-021-09626-5","volume":"34","author":"S Schneider","year":"2022","unstructured":"Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The cognitive-affective-social theory of learning in digital environments (CASTLE). Educational Psychology Review, 34(1), 1\u201338.","journal-title":"Educational Psychology Review"},{"key":"9770_CR45","doi-asserted-by":"publisher","unstructured":"Schnotz, W. (2005). An integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 49\u201369). Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9780511816819.005.","DOI":"10.1017\/CBO9780511816819.005"},{"key":"9770_CR46","doi-asserted-by":"publisher","unstructured":"Schnotz, W. (2014). Integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 72\u2013103). https:\/\/doi.org\/10.1017\/CBO9781139547369.006.","DOI":"10.1017\/CBO9781139547369.006"},{"key":"9770_CR47","doi-asserted-by":"publisher","unstructured":"Schnotz, W. (2021). Integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (3rd ed., pp. 72\u2013103). https:\/\/doi.org\/10.1017\/CBO9781139547369.006.","DOI":"10.1017\/CBO9781139547369.006"},{"issue":"3","key":"9770_CR48","doi-asserted-by":"publisher","first-page":"707","DOI":"10.1007\/s10648-020-09522-4","volume":"32","author":"NK Sundararajan","year":"2020","unstructured":"Sundararajan, N. K., & Adesope, O. (2020). Keep it coherent: A meta-analysis of the seductive details effect. Educational Psychology Review, 32(3), 707\u2013734. https:\/\/doi.org\/10.1007\/s10648-020-09522-4.","journal-title":"Educational Psychology Review"},{"issue":"3","key":"9770_CR50","doi-asserted-by":"publisher","first-page":"555","DOI":"10.1007\/s11423-016-9481-2","volume":"65","author":"J Tondeur","year":"2017","unstructured":"Tondeur, J., Braak, J., Van, & Ertmer, P. A. (2017). Understanding the relationship between teachers\u2019 pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555\u2013575. https:\/\/doi.org\/10.1007\/s11423-016-9481-2.","journal-title":"Educational Technology Research and Development"},{"issue":"3\u20134","key":"9770_CR51","doi-asserted-by":"publisher","first-page":"153","DOI":"10.1300\/J025v24n03_11","volume":"24","author":"CM Velazquez","year":"2007","unstructured":"Velazquez, C. M. (2007). Testing predictive models of technology integration in Mexico and the United States. Computers in the Schools, 24(3\u20134), 153\u2013173. https:\/\/doi.org\/10.1300\/J025v24n03_11.","journal-title":"Computers in the Schools"}],"container-title":["Technology, Knowledge and Learning"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10758-024-09770-1.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s10758-024-09770-1\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10758-024-09770-1.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,5,24]],"date-time":"2025-05-24T03:59:14Z","timestamp":1748059154000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s10758-024-09770-1"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,8,1]]},"references-count":51,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2025,6]]}},"alternative-id":["9770"],"URL":"https:\/\/doi.org\/10.1007\/s10758-024-09770-1","relation":{},"ISSN":["2211-1662","2211-1670"],"issn-type":[{"value":"2211-1662","type":"print"},{"value":"2211-1670","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,8,1]]},"assertion":[{"value":"17 July 2024","order":1,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"1 August 2024","order":2,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"None.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}}]}}