High scaffolding of an unfamiliar strategy improves conceptual learning but reduces enjoyment compared to low scaffolding and strategy freedom

Journal:
Computers & Education
Published:
DOI:
10.1016/j.compedu.2025.105364
Affiliations:
3
Authors:
5
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Institutions Authors Share
Carnegie Mellon University (CMU), United States of America (USA)
2.000000
 0.40
Leibniz University Hannover (LUH), Germany
2.000000
 0.40
University of Potsdam, Germany
1.000000
 0.20
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