"The impact of disfluency, pacing, and students' need for cognition on ..."

Tim Kühl et al. (2014)

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DOI: 10.1016/J.CHB.2014.03.004

access: closed

type: Journal Article

metadata version: 2020-02-18

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Tim Kühl, Alexander Eitel, Gregor Damnik, Hermann Körndle:
The impact of disfluency, pacing, and students' need for cognition on learning with multimedia. Comput. Hum. Behav. 35: 189-198 (2014)

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