Boundary conditions of collaborative learning using worked-examples: joint moderating effects of task-specific prior knowledge and task complexity on transfer performance and cognitive load
When collaborative learning facilitates learning, remains a central question in educational research. Grounded in cognitive load theory, this study examined whether the effectiveness of collaborative, relative to individual, learning from worked-examples is jointly moderated by learners’ experimenta...
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| Auteurs principaux: | , , |
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| Format: | Artigo |
| Langue: | Inglês |
| Publié: |
Frontiers Media S.A.
2026-06-01
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| Collection: | Frontiers in Psychology |
| Sujets: | |
| Accès en ligne: | https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1855051/full |
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