Increasing contrasting cases during exploration or practice problems given before or after instruction.
- Published in:
- Instructional Science, 2025, v. 53, n. 1, p. 121, doi. 10.1007/s11251-024-09696-2
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- Publication type:
- Article
Works matching IS 00204277 AND DT 2025 AND VI 53 AND IP 1
Results: 6
1
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Learning from interactive video: the influence of self-explanations, navigation, and cognitive load.
- Published in:
- Instructional Science, 2025, v. 53, n. 1, p. 99, doi. 10.1007/s11251-024-09693-5
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- Publication type:
- Article
3
Investigating construct validity of cognitive load measurement using single-item subjective rating scales.
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- Instructional Science, 2025, v. 53, n. 1, p. 71, doi. 10.1007/s11251-024-09692-6
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- Article
4
Feedback features and revision uptake in dialogic peer feedback: the moderating effect of self-efficacy and prior knowledge.
- Published in:
- Instructional Science, 2025, v. 53, n. 1, p. 49, doi. 10.1007/s11251-024-09690-8
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- Publication type:
- Article
5
How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study.
- Published in:
- Instructional Science, 2025, v. 53, n. 1, p. 27, doi. 10.1007/s11251-024-09667-7
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- Publication type:
- Article
6
Can whole-body tracing and hand tracing make any difference? Experimental evidence of learning outcomes, cognitive load, and intrinsic motivation on university students.
- Published in:
- Instructional Science, 2025, v. 53, n. 1, p. 1, doi. 10.1007/s11251-024-09664-w
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- Publication type:
- Article