Examining self-regulation models of programming students in visual environments: A bottom-up analysis of learning behaviour
Author:
Funder
National Natural Science Foundation of China
Liaoning Provincial Office of Philosophy and Social Science
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10639-024-13016-z.pdf
Reference69 articles.
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3. Bannert, M., Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25(4), 829–835. https://doi.org/10.1016/j.chb.2008.07.002
4. Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students’ self-regulated learning. Metacognition and Learning, 9(2), 161–185. https://doi.org/10.1007/s11409-013-9107-6
5. Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. https://doi.org/10.1016/j.iheduc.2008.10.005
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