Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11409-023-09362-x.pdf
Reference59 articles.
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3. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260–267.
4. Atkinson, R. K., & Renkl, A. (2007). Interactive example-based learning environments: Using interactive elements to encourage effective processing of worked examples. Educational Psychology Review, 19, 375–386. https://doi.org/10.1007/s10648-007-9055-2
5. Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774. https://doi.org/10.1037/0022-0663.95.4.774
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