Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Linda Robertson-Schule"'
Publikováno v:
Journal of Educational Computing Research. 17:165-186
We used a 2 × 2 design to compare the performance of low-aptitude remedial participants learning to solve mathematics word problems. Participants worked either alone or as a member of a collaborative dyad, and received up to twelve hours of instruct
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::45857b4aa12fc17412601069df622cb8
https://doi.org/10.2190/1lvl-n5pk-m9qm-rxff
https://doi.org/10.2190/1lvl-n5pk-m9qm-rxff
Publikováno v:
Computers in Human Behavior. 12:527-548
In this paper, we conceptualize computer-based instruction (CBI) as involving both a primary task, learning a particular domain, and several secondary tasks centered around learning to use the instructional approach and manipulate the interface effic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2585373e35a6de88dd8771d178d2ecd0
https://doi.org/10.1016/s0747-5632(96)00023-4
https://doi.org/10.1016/s0747-5632(96)00023-4
Publikováno v:
Proceedings of the Human Factors and Ergonomics Society Annual Meeting. 40:1097-1101
One class of theories of the spacing effect suggests that arousal may inhibit learning during massed practice. The goal of this study was explore the role of exercise on the spacing effect. Participants practiced three complex tasks (i.e., Space Fort
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6a9e808d4557405012f57fa91afa57ad
https://doi.org/10.1177/154193129604002111
https://doi.org/10.1177/154193129604002111
We used a 2x2 design to compare the performance of remedial subjects learning to solve mathematics word problems. Subjects worked either alone or as a member of a dyadic cooperative group, and received up to 12 hours of instruction and practice, usin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d1e5087db663241b29a6b2258ab24e84
https://doi.org/10.21236/ada303591
https://doi.org/10.21236/ada303591
Conference
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