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Peer-assisted learning has the potential to improve learning in academic settings and beyond. However, the cognitive and motivational mechanisms of learning through interaction with other learners are not fully understood. Here we present an empirica
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5cce57de702a3dea33085daf42d8fafa
https://doi.org/10.31234/osf.io/4rp6y
https://doi.org/10.31234/osf.io/4rp6y
