| Direct measurement of cognitive load in multimedia learning R Brunken, JL Plass, D Leutner Educational psychologist 38 (1), 53-61, 2003 | 1372 | 2003 |
| Cognitive load theory JL Plass, R Moreno, R Brünken Cambridge university press, 2010 | 950 | 2010 |
| Assessment of cognitive load in multimedia learning using dual-task methodology. R Brünken, S Steinbacher, JL Plass, D Leutner Experimental psychology 49 (2), 109, 2002 | 440 | 2002 |
| Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects R Brünken, JL Plass, D Leutner Instructional Science 32 (1), 115-132, 2004 | 425 | 2004 |
| Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms B Park, L Knörzer, JL Plass, R Brünken Computers & Education 86, 30-42, 2015 | 317 | 2015 |
| Does cognitive load moderate the seductive details effect? A multimedia study B Park, R Moreno, T Seufert, R Brünken Computers in Human Behavior 27 (1), 5-10, 2011 | 259 | 2011 |
| Measuring cognitive load R Brünken, T Seufert, F Paas | 246 | 2010 |
| Cognitive and affective effects of seductive details in multimedia learning B Park, T Flowerday, R Brünken Computers in Human Behavior 44, 267-278, 2015 | 237 | 2015 |
| Cognitive and affective processes in multimedia learning B Park, JL Plass, R Brünken Learning and Instruction 29, 125-127, 2014 | 204 | 2014 |
| Cognitive load and the format of instructional aids for coherence formation T Seufert, R Brünken Applied Cognitive Psychology: The Official Journal of the Society for …, 2006 | 175 | 2006 |
| The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation T Seufert, I Jänen, R Brünken Computers in human behavior 23 (3), 1055-1071, 2007 | 164 | 2007 |
| University students' satisfaction with their academic studies: Personality and motivation matter FS Wach, J Karbach, S Ruffing, R Brünken, FM Spinath Frontiers in psychology 7, 55, 2016 | 157 | 2016 |
| The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results K Altmeyer, S Kapp, M Thees, S Malone, J Kuhn, R Brünken British Journal of Educational Technology 51 (3), 611-628, 2020 | 148 | 2020 |
| Memory characteristics and modality in multimedia learning: An aptitude–treatment–interaction study T Seufert, M Schütze, R Brünken Learning and instruction 19 (1), 28-42, 2009 | 146 | 2009 |
| Differentiating different types of cognitive load: A comparison of different measures A Korbach, R Brünken, B Park Educational Psychology Review 30 (2), 503-529, 2018 | 145 | 2018 |
| Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning L Knörzer, R Brünken, B Park Learning and Instruction 44, 97-107, 2016 | 142 | 2016 |
| The rhythm method: A new method for measuring cognitive load—An experimental dual‐task study B Park, R Brünken Applied Cognitive Psychology 29 (2), 232-243, 2015 | 139 | 2015 |
| Burnout risk among first-year teacher students: The roles of personality and motivation C Reichl, FS Wach, FM Spinath, R Brünken, J Karbach Journal of Vocational Behavior 85 (1), 85-92, 2014 | 138 | 2014 |
| The function of annotations in the comprehension of scientific texts: Cognitive load effects and the impact of verbal ability E Wallen, JL Plass, R Brünken Educational Technology Research and Development 53, 59-71, 2005 | 115 | 2005 |
| Learning strategies and general cognitive ability as predictors of gender-specific academic achievement S Ruffing, FS Wach, FM Spinath, R Brünken, J Karbach Frontiers in psychology 6, 1238, 2015 | 113 | 2015 |
