Does cognitive load moderate the seductive details effect? A multimedia study. - Babette Park; Roxana Moreno; Tina Seufert; Roland Brünken (Comput. Hum. Behav., 2011)

Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. - Babette Park; Lisa Knörzer; Jan L. Plass; Roland Brünken (Comput. Educ., 2015)

Cognitive and affective effects of seductive details in multimedia learning. - Babette Park; Terri Flowerday; Roland Brünken (Comput. Hum. Behav., 2015)

Do Learner Characteristics Moderate the Seductive-Details-Effect? A Cognitive-Load-Study Using Eye-Tracking. - Babette Park; Andreas Korbach; Roland Brünken (J. Educ. Technol. Soc., 2015)

The role of spatial ability when fostering mental animation in multimedia learning: An ATI-study. - Babette Park; Stefan Münzer; Tina Seufert; Roland Brünken (Comput. Hum. Behav., 2016)

Emotions and multimedia learning: the moderating role of learner characteristics. - Lisa Knörzer; Roland Brünken; Babette Park (J. Comput. Assist. Learn., 2016)

Emotional text design in multimedia learning: A mixed-methods study using eye tracking. - Lisa Stark; Roland Brünken; Babette Park (Comput. Educ., 2018)

Does thinking-aloud affect learning, visual information processing and cognitive load when learning with seductive details as expected from self-regulation perspective? - Babette Park; Andreas Korbach; Roland Brünken (Comput. Hum. Behav., 2020)

Should learners use their hands for learning? Results from an eye-tracking study. - Andreas Korbach; Paul Ginns; Roland Brünken; Babette Park (J. Comput. Assist. Learn., 2020)

Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think-aloud protocols in case of seductive details. - Lisa Stark; Andreas Korbach; Roland Brünken; Babette Park (J. Comput. Assist. Learn., 2024)