Effects of self‐generated graphic organizers on learning depend on in‐task guidance
Author:
Affiliation:
1. Psychology of Cognition, Behaviour and Communication Laboratory (LP3C) University of Rennes 2 Rennes France
Publisher
Wiley
Subject
Computer Science Applications,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12434
Reference39 articles.
1. Does self-generating a graphic organizer while reading improve students' learning?
2. How does adding versus self-generating a hierarchical outline while learning from a multimedia document influence students' performances?
3. Asking students to be active learners: the effects of totally or partially self-generating a graphic organizer on students’ learning performances
4. Levels of processing: A framework for memory research
5. Learning From Electronic Texts: Effects of Interactive Overviews for Information Access
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