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How real and model visuals affect the test performance of elementary students

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dc.contributor.authorFIRAT, MEHMET
dc.contributor.orcid0000-0001-8707-5918
dc.date.accessioned2025-11-13T11:26:53Z
dc.date.issued2017-02-06
dc.identifier.doihttps://doi.org/10.1016/j.chb.2017.02.021
dc.identifier.endpage265
dc.identifier.issn0747-5632
dc.identifier.openalexW2587098158
dc.identifier.startpage258
dc.identifier.urihttps://hdl.handle.net/11421/6824
dc.identifier.urihttps://doi.org/10.1016/j.chb.2017.02.021
dc.identifier.volume71
dc.language.isoen
dc.relation.ispartofComputers in Human Behavior
dc.rightsrestrictedAccess
dc.subjectTest (biology)
dc.subjectAffect (linguistics)
dc.subjectMathematics education
dc.subjectInsider
dc.subjectPsychology
dc.subjectObserver (physics)
dc.subjectCommunication
dc.subject.sdg4
dc.titleHow real and model visuals affect the test performance of elementary students
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5061310365

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