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Cognitive and affective implications of persuasive technology use on mathematics instruction

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dc.contributor.authorAKBULUT, YAVUZ
dc.contributor.authorYavuz Akbulut
dc.contributor.orcid0000-0002-0724-2825
dc.contributor.orcid0000-0003-1457-8009
dc.date.accessioned2025-11-13T10:37:45Z
dc.date.issued2014-03-21
dc.identifier.doihttps://doi.org/10.1016/j.compedu.2014.03.009
dc.identifier.endpage262
dc.identifier.issn0360-1315
dc.identifier.openalexW2022952850
dc.identifier.startpage253
dc.identifier.urihttps://hdl.handle.net/11421/4764
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2014.03.009
dc.identifier.volume75
dc.language.isoen
dc.relation.ispartofComputers & Education
dc.rightsrestrictedAccess
dc.subjectCognition
dc.subjectCognitive psychology
dc.subjectComputer science
dc.subjectPsychology
dc.subjectCognitive science
dc.subjectMathematics education
dc.subjectNeuroscience
dc.subject.sdg4
dc.titleCognitive and affective implications of persuasive technology use on mathematics instruction
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5035080143

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