Do school students' academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations

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dc.contributor.author Jacob, Leonie
dc.contributor.author Lachner, Andreas
dc.contributor.author Scheiter, Katharina
dc.date.accessioned 2022-11-14T15:16:40Z
dc.date.available 2022-11-14T15:16:40Z
dc.date.issued 2022
dc.identifier.issn 0360-1315
dc.identifier.uri http://hdl.handle.net/10900/133023
dc.language.iso en de_DE
dc.publisher Pergamon - Elsevier Science Ltd de_DE
dc.relation.uri http://dx.doi.org/10.1016/j.compedu.2022.104469 de_DE
dc.subject.ddc 004 de_DE
dc.subject.ddc 370 de_DE
dc.title Do school students' academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations de_DE
dc.type Article de_DE
utue.quellen.id 20220728000000_00525
utue.personen.roh Jacob, Leonie
utue.personen.roh Lachner, Andreas
utue.personen.roh Scheiter, Katharina
dcterms.isPartOf.ZSTitelID Computers & Education de_DE
dcterms.isPartOf.ZS-Issue Article 104469 de_DE
dcterms.isPartOf.ZS-Volume 182 de_DE


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