Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning
Author:
Affiliation:
1. Leibniz‐Institut für Wissensmedien Tübingen Germany
2. University of Tübingen Tübingen Germany
Publisher
Wiley
Subject
Computer Science Applications,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12673
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