Self-Explanation Effect of Cognitive Load Theory in Teaching Basic Programming

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Publié dans:	Journal of Information Systems Education vol. 35, no. 3 (Summer 2024), p. 303
Auteur principal:	Sandoval-Medina, Carlos
Autres auteurs:	Arévalo-Mercado, Carlos Argelio, Muñoz-Andrade, Estela Lizbeth, Muñoz-Arteaga, Jaime
Publié:	EDSIG
Sujets:	Autonomous University of Aguascalientes Augmented reality Students Teaching methods Computer science Memory Instructional materials Instructional design Software industry Learning theory Cognitive load Cognitive ability Cognition & reasoning Colleges & universities Tutoring Programming languages Virtual reality Educational objectives Knowledge Educational materials Design of experiments Information processing Design optimization Gamification Learning Virtual environments Computer assisted instruction > CAI College students Research design Quasi-experimental methods Cognition Theory Homogeneity Teaching Languages Learning theories Dropping out Intelligence Communicative language teaching Materials Long Term Memory Learning Processes
Accès en ligne:	Citation/Abstract Full Text Full Text - PDF
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