The effect of different question types on vicarious learning-Reference-Cited by-同舟云学术

The effect of different question types on vicarious learning

Published:2024-02-07 Issue:2 Volume:44 Page:208-226
ISSN:0144-3410
Container-title:Educational Psychology
language:en
Short-container-title:Educational Psychology

Author:

Kuang Ziyi¹^ORCID,Jiang Xiaxia¹²,Shubeck Keith T.³,Leng Xiaoxue¹,Li Yahong¹,Zhang Rui¹,Wang Zhen⁴,Peng Shun⁵,Hu Xiangen¹³

Affiliation:

1. School of Psychology, Central China Normal University, Wuhan, China

2. School of Education, Hubei University of Science and Technology, Xianning, China

3. Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hongkong, China

4. School of Psychology, Henan University, Kaifen, China

5. School of education, Jianghan University, Wuhan, China

Funder

National Natural Science Foundation of China

Humanity and Social Science Youth Foundation of Ministry of Education of China

National Natural Social Science Foundation of China

Philosophy and Social Sciences Planning Project of Henan Province

Philosophy and Social Science Project of Education Department of Hubei Province

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/01443410.2024.2325589

Reference37 articles.

1. Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge University Press.

2. The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring

3. Cognitive Load Theory and the Format of Instruction

4. Constructing knowledge from dialog in an intelligent tutoring system: Interactive learning, vicarious learning, and pedagogical agents;Craig S. D.;Journal of Educational Multimedia and Hypermedia,,2004