Supporting Dynamic Instructional Design Decisions Within a Bounded Rationality-Reference-Cited by-同舟云学术

Supporting Dynamic Instructional Design Decisions Within a Bounded Rationality

Published:2022-10-11 Issue:2 Volume:67 Page:231-244
ISSN:8756-3894
Container-title:TechTrends
language:en
Short-container-title:TechTrends

Author:

Stefaniak Jill^ORCID,Tawfik Andrew,Sentz Justin

Publisher

Springer Science and Business Media LLC

Subject

Computer Science Applications,Education

Link

https://link.springer.com/content/pdf/10.1007/s11528-022-00792-z.pdf

Reference127 articles.

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2. Alibali, M. W., & DiRusso, A. A. (1999). The function of gesture in learning to count: More than keeping track. Cognitive Development, 14(1), 37–56. https://doi.org/10.1016/S0885-2014(99)80017-3

3. Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners’ and teachers’ gestures. Journal of the Learning Sciences, 21(2), 247–286. https://doi.org/10.1080/10508406.2011.611446

4. Baaki, J., & Luo, T. (2017). Stimulating students’ use of external representations for a distance education time machine design. TechTrends, 61(4), 355–365. https://doi.org/10.1007/s11528-016-0155-z

5. Baaki, J., & Tracey, M. W. (2019). Weaving a localized context of use: What it means for instructional design. Journal of Applied Instructional Design, 8(1), 2–13.

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