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

dc.contributor.author	Sibley, 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