Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/13523
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dc.contributor.authorKról-Gierat, Werona-
dc.date.accessioned2015-07-03T14:13:50Z-
dc.date.available2015-07-03T14:13:50Z-
dc.date.issued2014-
dc.identifier.citationJournal of Multimodal Communication Studies, vol. 1 (1), 2014, pp. 33-41pl_PL
dc.identifier.issn2391-4033-
dc.identifier.urihttp://hdl.handle.net/10593/13523-
dc.description.abstractThe paper is aimed at investigating the functioning of individuals with Attention-Deficit Hyperactivity Disorder (ADHD) in a multimedia learning environment. The first part defines the disorder, focusing on brain processes of ADHD individuals. The second part discusses key theories connected with multimedia learning. Finally, the last part is an attempt to observe how ADHD learners learn from words and pictures.pl_PL
dc.language.isoenpl_PL
dc.publisherWydział Neofilologii UAM w Poznaniu i Wydział Lingwistyki Stosowanej UWpl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectAttention-Deficit Hyperactivity Disorder (ADHD)pl_PL
dc.subjectCognitive Load Theory (CLT)pl_PL
dc.subjectMultimedia Learningpl_PL
dc.subjectSpecial Educational Needs (SPE)pl_PL
dc.subjectbrain researchpl_PL
dc.titleIndividuals with Attention-Deficit Hyperactivity Disorder in a Multimedia Learning Environmentpl_PL
dc.typeArtykułpl_PL
dc.identifier.doi10.14746/jmcs.2014.1.1.5-
dc.description.volume1pl_PL
dc.description.number1pl_PL
dc.description.pageof33pl_PL
dc.description.pageto41pl_PL
dc.description.articlenumber5pl_PL
dc.description.journaltitleJournal of Multimodal Communication Studiespl_PL
Appears in Collections:Journal of Multimodal Communication Studies, 2014, vol. 1 (1)

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