Self-concept but not prior knowledge moderates effects of different implementations of computer-assisted inquiry learning activities on students' learning.
Juliane RichterAndreas LachnerLeonie JacobFriederike BilgenrothKatharina ScheiterPublished in: J. Comput. Assist. Learn. (2022)
Keyphrases
- computer assisted
- learning activities
- learning platform
- students learning
- learning environment
- inquiry learning
- grade students
- activity theory
- learning processes
- computer aided
- mobile devices
- mobile learning
- science education
- learning objects
- learning outcomes
- foreign language
- learning process
- learning design
- e learning
- game based learning
- learning content
- learning scenarios
- learning systems
- mobile phone
- knowledge building
- high school
- learning strategies
- machine learning