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Cognitive and Psychosocial Effects of Persuasive Technology Use on Mathematics Instruction

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dc.contributor.authorErsoy, Mehmet
dc.contributor.authorAKBULUT, YAVUZ
dc.contributor.orcid0000-0002-0724-2825
dc.contributor.orcid0000-0003-1457-8009
dc.date.accessioned2025-11-13T22:44:50Z
dc.date.issued2013-06-24
dc.identifier.endpage1414
dc.identifier.issue1
dc.identifier.openalexW2215990709
dc.identifier.startpage1414
dc.identifier.urihttps://hdl.handle.net/11421/15172
dc.identifier.urihttps://www.learntechlib.org/p/112144/proceedings_112144.pdf
dc.identifier.volume2013
dc.language.isoen
dc.relation.ispartofEdMedia: World Conference on Educational Media and Technology
dc.rightsrestrictedAccess
dc.subjectCognition
dc.subjectPsychosocial
dc.subjectPsychology
dc.subjectCognitive psychology
dc.subjectMathematics education
dc.subjectComputer science
dc.subjectDevelopmental psychology
dc.subjectApplied psychology
dc.subjectPsychotherapist
dc.subject.sdg4
dc.titleCognitive and Psychosocial Effects of Persuasive Technology Use on Mathematics Instruction
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5001715684
local.authorid.openalexA5035080143

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