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Effectiveness of Video Self-Modeling in Teaching Unplugged Coding Skills to Children with Autism Spectrum Disorders

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dc.contributor.authorKURNAZ, ERKAN
dc.contributor.orcid0000-0001-8905-8011
dc.date.accessioned2025-11-13T11:14:11Z
dc.date.issued2025-02-26
dc.identifier.doihttps://doi.org/10.3390/bs15030272
dc.identifier.endpage272
dc.identifier.issn2076-328X
dc.identifier.issue3
dc.identifier.openalexW4407976738
dc.identifier.startpage272
dc.identifier.urihttps://hdl.handle.net/11421/6135
dc.identifier.urihttps://doi.org/10.3390/bs15030272
dc.identifier.volume15
dc.language.isoen
dc.relation.ispartofBehavioral Sciences
dc.rightsopenAccess
dc.subjectAutism
dc.subjectCoding (social sciences)
dc.subjectVideo modeling
dc.subjectPsychology
dc.subjectSpectrum (functional analysis)
dc.subjectComputer science
dc.subjectMultimedia
dc.subjectDevelopmental psychology
dc.subjectModelling
dc.subjectTeaching method
dc.subjectMathematics education
dc.subjectMathematics
dc.subjectPhysics
dc.titleEffectiveness of Video Self-Modeling in Teaching Unplugged Coding Skills to Children with Autism Spectrum Disorders
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5043816785

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