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

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Pubblicato in:Journal of Information Systems Education vol. 35, no. 3 (Summer 2024), p. 303
Autore principale: Sandoval-Medina, Carlos
Altri autori: Arévalo-Mercado, Carlos Argelio, Muñoz-Andrade, Estela Lizbeth, Muñoz-Arteaga, Jaime
Pubblicazione:
EDSIG
Soggetti:
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
Accesso online:Citation/Abstract
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