Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations
Year: 2008
Type: article
Source: Instructional Science
Institutions: University of Freiburg, University of Twente
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W1994927678