Problem format and presentation sequence: effects on learning and mental effort among US high school students
Article first published online: 12 APR 2006
Copyright © 2006 John Wiley & Sons, Ltd.
Applied Cognitive Psychology
Special Issue: Themed Issue: Emerging Topics in Cognitive Load Research: Using Learner and Information Characteristics in the Design of Powerful Learning Environments
Volume 20, Issue 3, pages 299–309, April 2006
How to Cite
Olina, Z., Reiser, R., Huang, X., Lim, J. and Park, S. (2006), Problem format and presentation sequence: effects on learning and mental effort among US high school students. Appl. Cognit. Psychol., 20: 299–309. doi: 10.1002/acp.1246
- Issue published online: 12 APR 2006
- Article first published online: 12 APR 2006
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