( en | de | ru )

 

Disambiguation

From post

копироватьудалитьдобавить публикацию в буфер
Are worked examples and tutored problem solving synergistic forms of support?

, , , и . ICLS (3), стр. 119-120. International Society of the Learning Sciences, (2008)

Please choose a person to relate this publication to

To differ between persons with the same name, the academic degree and the title of an important publication will be displayed.

Alexander Renkl

Alexander Renkl

Alexander Renkl

Alexander Renkl

Alexander Renkl

 

Другие публикации лиц с тем же именем

Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement?, , , , и . ICLS (1), стр. 1-8. International Society of the Learning Sciences / ACM DL, (2010)Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn., , и . ICLS (2), стр. 124-131. International Society of the Learning Sciences, (2008)Supporting Concept Mapping for Learning from Text., , и . ICLS, International Society of the Learning Sciences, (2006)Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of Äctive" and Their Instructional Consequences.. Intelligent Tutoring Systems (1), том 6094 из Lecture Notes in Computer Science, стр. 3. Springer, (2010)A Non-Verbal Pre-Training Based on Eye Movements to Foster Comprehension of Static and Dynamic Learning Environments., и . CogSci, cognitivesciencesociety.org, (2014)Are worked examples and tutored problem solving synergistic forms of support?, , , и . ICLS (3), стр. 119-120. International Society of the Learning Sciences, (2008)The double-edged effects of explanation prompts., , , , и . Comput. Hum. Behav., 27 (1): 69-75 (2011)When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence., , , и . J. Comput. Assist. Learn., 36 (4): 514-525 (2020)Online Education: A Unique Opportunity for Cognitive Scientists to Integrate Research and Practice., , , и . CogSci, cognitivesciencesociety.org, (2013)When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations., , и . CogSci, cognitivesciencesociety.org, (2012)