| DeFT: A conceptual framework for considering learning with multiple representations S Ainsworth Learning and instruction 16 (3), 183-198, 2006 | 2608 | 2006 |
| The functions of multiple representations S Ainsworth Computers & education 33 (2-3), 131-152, 1999 | 2170 | 1999 |
| Drawing to learn in science S Ainsworth, V Prain, R Tytler Science 333 (6046), 1096-1097, 2011 | 1173 | 2011 |
| Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games MPJ Habgood, SE Ainsworth The Journal of the Learning Sciences 20 (2), 169-206, 2011 | 865 | 2011 |
| The effects of self‐explaining when learning with text or diagrams S Ainsworth, A Th Loizou Cognitive science 27 (4), 669-681, 2003 | 658 | 2003 |
| The educational value of multiple-representations when learning complex scientific concepts S Ainsworth Visualization: Theory and practice in science education, 191-208, 2008 | 619 | 2008 |
| Multiple forms of dynamic representation S Ainsworth, N VanLabeke Learning and instruction 14 (3), 241-255, 2004 | 498 | 2004 |
| Examining the effects of different multiple representational systems in learning primary mathematics S Ainsworth, P Bibby, D Wood The Journal of the Learning Sciences 11 (1), 25-61, 2002 | 483 | 2002 |
| Endogenous fantasy and learning in digital games MPJ Habgood, SE Ainsworth, S Benford Simulation & Gaming 36 (4), 483-498, 2005 | 350 | 2005 |
| Decoding learning: The proof, promise and potential of digital education R Luckin, B Bligh, A Manches, S Ainsworth, C Crook, R Noss Nesta, 2012 | 290* | 2012 |
| Authoring tools for advanced technology learning environments: Toward cost-effective adaptive, interactive and intelligent educational software T Murray, S Blessing, S Ainsworth Springer Science & Business Media, 2003 | 280 | 2003 |
| Acquiring knowledge in science and mathematics: The use of multiple representations in technology based learning environments T De Jong, S Ainsworth, M Dobson, A van der Hulst, J Levonen, ... Learning with multiple representations, 9-40, 1998 | 275 | 1998 |
| How do animations influence learning S Ainsworth Current perspectives on cognition, learning, and instruction: Recent …, 2008 | 226 | 2008 |
| The impact of text coherence on learning by self-explanation S Ainsworth, S Burcham Learning and instruction 17 (3), 286-303, 2007 | 184 | 2007 |
| Analysing the costs and benefits of multi-representational learning environments SE Ainsworth, PA Bibby, DJ Wood Learning with multiple representations, 120-134, 1998 | 170 | 1998 |
| On becoming a tutor: Toward an ontogenetic model D Wood, H Wood, S Ainsworth, C O'Malley Cognition and Instruction 13 (4), 565-581, 1995 | 148 | 1995 |
| Information technology and multiple representations: New opportunities–new problems SE Ainsworth, PA Bibby, DJ Wood Journal of Information Technology for Teacher Education 6 (1), 93-105, 1997 | 145 | 1997 |
| Creating personal meaning through technology-supported science inquiry learning across formal and informal settings S Anastopoulou, M Sharples, S Ainsworth, C Crook, C O'Malley, M Wright International Journal of Science Education 34 (2), 251-273, 2012 | 137 | 2012 |
| 20—The Multiple Representation Principle in Multimedia Learning S Ainsworth The Cambridge handbook of multimedia learning 464, 2014 | 132 | 2014 |
| Personal inquiry: Orchestrating science investigations within and beyond the classroom M Sharples, E Scanlon, S Ainsworth, S Anastopoulou, T Collins, C Crook, ... Journal of the Learning Sciences 24 (2), 308-341, 2015 | 124 | 2015 |
