| Title |
Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?
|
|---|---|
| Published in |
Research and Practice in Technology Enhanced Learning, February 2021
|
| DOI | 10.1186/s41039-021-00148-w |
| Authors |
Katharina Engelmann, Maria Bannert, Nadine Melzner |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 67 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 67 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Lecturer | 7 | 10% |
| Student > Ph. D. Student | 6 | 9% |
| Student > Doctoral Student | 5 | 7% |
| Student > Master | 4 | 6% |
| Student > Bachelor | 4 | 6% |
| Other | 12 | 18% |
| Unknown | 29 | 43% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 10 | 15% |
| Psychology | 7 | 10% |
| Mathematics | 5 | 7% |
| Arts and Humanities | 3 | 4% |
| Computer Science | 2 | 3% |
| Other | 9 | 13% |
| Unknown | 31 | 46% |