Journal of
Accounting and Taxation

  • Abbreviation: J. Account. Taxation
  • Language: English
  • ISSN: 2141-6664
  • DOI: 10.5897/JAT
  • Start Year: 2009
  • Published Articles: 209

Full Length Research Paper

Effect of instructional design on learning the accounting equation in an introductory accounting course

Seedwell Tanaka Muyako Sithole
  • Seedwell Tanaka Muyako Sithole
  • School of Accounting, Economics and Finance, University of Wollongong, Australia.
  • Google Scholar

  •  Received: 05 June 2015
  •  Accepted: 09 September 2015
  •  Published: 30 September 2015


Agostinho S, Tindall-Ford S, Bokosmaty S (2014). Adaptive diagrams: a research agenda to explore how learners can manipulate online diagrams to self-manage cognitive load. In: Handbook of human centric visualization, Springer, New York pp.529-550.


Ayres P, Sweller J (2005). The split-attention principle in multimedia learning, In: R.E. Mayer (Ed.), The cambridge handbook of multi-media learning, New York: Cambridge University Press pp. 135-146.


Carlson R, Chandler P, Sweller J (2003). Learning and understanding science instructional material, Journal of educational psychology, 95(3):629-640.


Clark RC, Mayer RE (2008). E-Learning and the science of instruction. San Francisco, CA: Pfeiffer.


Florax M, Ploetzner R (2010). What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity, Learn. Instruction 20(3):216- 224.


Ginns P (2006). Integrating information: a meta-analysis of the spatial contiguity and temporal contiguity effects, Learn. Instruct. 16:511–525.


Liu TC, Lin YC, Tsai MJ, Paas F (2012). Split-attention and redundancy effects on mobile learning in physical environments, Comput. Edu. 58(1):172-180.


Mayer RE (2009). Multimedia learning, Cambridge university press.


Mayer RE (2005). Principles for managing essential processing in multimedia learning: segmenting, pre-training, and modality, In: R.E. Mayer (Ed.), Cambridge handbook of multimedia learning New York: Cambridge University Press, pp.169-182.


Mayer RE, Moreno R (2002). Aids to computer-based multimedia learning, Learn. Instr. 12(1):107-119.


Mostyn GR (2012). Cognitive load theory: What it is, Why its important for accounting instruction and research, Issues Account. Educ. 27(1):227-245.


Paas F, Renkl A, Sweller J (2003). Cognitive load theory and instructional design: Recent developments, Edu. Psychol., 38(1):1-4.


Paas F, Van Gog T, Sweller J (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives, Educ. Psychol. Rev.22:115-121.


Roodenrys K, Agostinho S, Roodenrys S, Chandler P (2012). Managing one's own cognitive load when evidence of split-attention is present, Appl. Cognit. Psychol. 26(6):878-886.


Sweller J (2015). In Academe, What Is Learned, and How Is It Learned?, Current Directions In Psychological Science (Sage Publications Inc.), 24(3):190-194.


Sweller J, Ayres P, Kalyuga S (2011). Cognitive load theory. New York:Springer.


Tindall-Ford S, Agostinho S, Bokosmaty S, Paas F, Chandler P (2015). Computer-based learning of mathematical concepts by studying instructor-managed or self- managed split-attention materials, Education Technology and Society (Online).


Van Bruggen JM, Kirschner PA, Jochems W (2002). External representation of argumentation in CSCL and the management of cognitive load, Learn. Instruct., 12(1):121-138.


Weygandt, JJ, Chalmers K, Mitrione L, Fyfe M, Kieso DE, Kimmel PD (2010). Principles of financial accounting. Australia: John Wiley & Sons Australia Ltd.